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Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
Training techniques kda-gajaba gunawardena
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Training techniques kda-gajaba gunawardena

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Training, Army, Cyber, Gajaba

Training, Army, Cyber, Gajaba

Published in: Technology, Business
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  • 1. TRAINING TECHNIQUES PRESENTED BYGAJABA PERERA-GUNAWARDENA FORSIR JOHN KOTALAWALA DEFENCE ACADEMY
  • 2. SESSION OBJECTIVES INTRODUCTION TO TRAINING WHY TRAIN? TRAINING METHODOLOGY TRAINING STRATEGIES SELECTION OF TRAINING METHODS COMMON TRAINING METHODS
  • 3. LEARNING  LEARNING IS ARELATIVELY PERMANENT CHANGE IN BEHAVIOR RESULTING FROM EXPERIENCE
  • 4. TRAININGTRAINING IS A DELIBERATE AND DESIGNED ATTEMPT TO CHANGE KNOWLEDGE, SKILLS ANDATTITUDES REQUIRED TO PERFORM A SPECIFIC JOB OR A TASK TO SATISFY A PREDETERMINED PERFORMANCE ∗∗
  • 5. TRAINING NEEDS A TRAINING NEED IS A GAP BETWEEN KNOWLEDGE, SKILLS AND ATTITUDES REQUIRED IN A JOB,AND THE KNOWLEDGE, SKILLS AND ATTITUDES OF THE PERSON CARRYING OUT THAT **
  • 6. TRAINING NEED ANALYSIS ** ACTUAL DESIRED GAP KSA KSA TRAINING LEVELS NEED SOURCES HUMAN RESOURC PLANNING•GANIZATIONAL SUCCESSION PLANNING CUSTOMER FEEDBACK•OCCUPATIONAL QUALITY CONTROL FEEDBACK•INDIVIDUAL PERFORMANCE APPRAISAL SUPERIOR OFFICER’S REPORT
  • 7. TRAINING OBJECTIVES TRAINING OBJECTIVES SPECIFY THE SKILLS, KNOWLEDGE AND ATTITUDES THAT THE TRAINEE WILL POSSESS AT THE END OF THE TRAINING PROGRAM TRAINING OBJECTIVES SHOULD BE IN THE SMART FRAMEWORK
  • 8. IMPORTANCE OF OBJECTIVES ENSURE THAT THE PROGRAM WILL RESPOND TO THE NEEDS IDENTIFIED DETERMINE THE SELECTION OF TRAINING MATERIALS AND METHODOLOGY SERVE AS A BASIS FOR EVALUATING THE PROGRAM
  • 9. KEY ELEMENTS (1) ACTION: WHAT TRAINEE WILL BE ABLE TO DO AT THE END OF THE TRAINING . ACTIONS (OR PERFORMANCE) MUST BE OBSERVABLE, MEASURABLE AND EXPRESSED IN VERBS OF OPERATIONS
  • 10. KEY ELEMENTS (2) CONDITIONS: THEY ARE THE RESOURCES (BOOKS, EQUIPMENT, MATERIALS, TOOLS) A TRAINEE WILL BE ALLOWED TO USE TO CARRY OUT THE ACTION (PERFORMANCE)
  • 11. KEY ELEMENT (3) CRITERIA: ARE THE STANDARDS BY WHICH A TRAINEE’S PERFORMANCE WILL BE EVALUATED. CRITERIA ARE RELATED TO BOTH QUALITY AND QUANTITY BASED ON THE REQUIREMENTS OF THE WORKPLACE.
  • 12. OBJECTIVE FRAMEWORK AN OBJECTIVE SHOULD STATE: THE FINAL BEHAVIOR (AN OBSERVABLE ACTION) THE CONDITION FOR PERFORMANCE THE STANDARDS TO BE REACHED FOR A SUCCESSFUL PERFORMANCE (MEASURABLE CRITERIA)
  • 13. BASIC APPROACHES TO TRAINING PEDAGOGIC OR  ANDRAGOGIC OR DIDACTIC  PARTICIPATORY TEACHER  PARTICIPANT CENTERED CENTERED  MULTI- ONE-WAY DIRECTIONAL COMMUNICATION COMMUNICATION STRUCTURED  FLEXIBLE AND ADAPTABLE
  • 14. TRAINING METHODOLOGY  INSTRUCTIVE  INTERACTIVE  PARTICIPATIVE
  • 15. Main Factors Affecting the Choice of Training Methods Human factors Objectives•Teacher (trainer) •Knowledge•Participants •Skills•Environment •Attitudes Time and Material FactorsSubject Area •Time•Special subject •Finance•Inter-disciplinary •Teaching facilities problems Principles of Learning •Motivation •Active involvement •Individual approach •Sequencing and structuring •Feedback •Transfer
  • 16. COMMON TRAINING METHODS LECTURE METHOD DISCUSSION METHOD CASE STUDY METHOD
  • 17. PLAN YOUR LECTURE REVIEW THE NEED SET UP THE LEARNING OBJECTIVES ORGANIZE THE CONTENT FOLLOW THE SEQUENCE PRINCIPLE PLAN ILLUSTRATIONS & EXAMPLES PLAN THE VISUAL AIDS PLAN YOUR DELIVERY WITHIN THE TIME
  • 18. DELIVER BE CONFIDENT USE THE THREE Vs VOICE VOCALS AND VISUALS KEEP EYE CONTACT KEEP YOUR POSTURE BE NATURAL
  • 19. DISCUSSION MORE AN INTERACTIVE METHODOLOGY BREAKS THE MONOTONY OF LONG LECTURE PRESENTATIONS MOTIVATES & STIMULATES PARTICIPANTS IMPROVES TEAM WORK ATTITUDES
  • 20. PLAN THE DISCUSSION LEAD OR APPOINT A LEADER IDENTIFY THE MAIN POINTS IDENTIFY BEHAVIORAL PATTERNS ENCOURAGE THE SHY REWARD COMMENTS AND QUESTIONS GUIDE AND MONITOR SUMMARIZE & CONCLUDE
  • 21. CASE STUDY A COMBINATION OF LECTURETTE AND STRUCTURED DISCUSSION METHOD FOR PROBLEM SOLVING EXPLAIN THE CASE ALLOW INDIVIDUAL WORK PROMOTE TO GROUP LEVEL ENCOURAGE GROUP PRESENTATION PROMOTE DISCUSSION
  • 22. CONCLUSION PURPOSE OF TRAINING IS TO IMPROVE KSA IN PERFORMING THE CURRENT JOB. -- THEREFORE TRAINING SHOULD IDEALLY BE ADDRESSED TO IDENTIFIED TRAINING NEEDS. ** CHOICE OF TRAINING METHODS DEPENDS ON 05 MAJOR FACTORS. **

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