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  • Training Techniques: Training Methods UN SIAP AIDOS 2006
  • Training Techniques: Training Methods UN SIAP AIDOS 2006
  • Training Techniques: Training Methods UN SIAP AIDOS 2006
  • Training Techniques: Training Methods UN SIAP AIDOS 2006
  • Training Techniques: Training Methods UN SIAP AIDOS 2006
  • Training Techniques: Training Methods UN SIAP AIDOS 2006
  • Training Techniques: Training Methods UN SIAP AIDOS 2006
  • Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: A lot of material in a short time Good introduction Lecturer has control But... Communication is one-way Learner is passive Need good presentation skills Inappropriate for changing behaviour Retention is low unless complemented with a more practical technique
  • Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: Learners can see what is being explained Gives learners confidence in subject matter Holds group’s attention But: Time consuming Must be very accurate in order to serve as a good model
  • Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: Learners have control Individual experience comes out Reinforces issues raised in presentation But: Task and timeframe must be very clear Participants may need guidance on how to interact (ground rules)
  • Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: Learners can relate to real life examples Stimulating Hypothetical, therefore no risk in providing diverging solutions/opinions But... Case must be well-written and participants must be able to identify Requires a lot of time and planning Debriefing must be well crafted and executed
  • Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: Stimulating & fun Relevant – exact situations learners are dealing with Allows participants to see things from another (person’s) perspective But... Guidance for roles must be well thought-out and explained Facilitator must monitor closely and know when to intervene
  • Training Techniques: Training Methods UN SIAP AIDOS 2006

Training techniques Training techniques Presentation Transcript

  • 1 Training Techniques Dr.C.V. Suresh Babu
  • 2 Same stuff Different Day
  • 3 Scheme of a Course Cycle ORGANIZATIONAL UNITS Trainee TRAINING ORGANIZATION EVALUATION PROGRAM of COURSES COURSE CURRICULUM DELIVERY EVALUATION ANALYSIS Training Needs EVALUATION EVALUATION Trained Employee
  • 4 Plan Execute Conceptualize
  • 5 Self-Check  Identify a skill which you think you are really good at. (Skill A)  Identify a skill which you think you are not very good at. (Skill B)  How do you know that you are good at performing skill A?  How do you know that you are not good at performing skill B?
  • 6 Awareness & Competence Self-Awareness Low High Low Unconscious Incompetence Conscious Incompetence High Unconscious Competence Conscious Competence Competence 1 3 2 4
  • 7 Aiming for Conscious Competence  Know entry level of trainees  Assess trainees’ awareness of that level  Needs analysis  Performance appraisal  Increase awareness of level of competence  Move from 1 to 2  Increase skills  Move from 2 to 3  Assess costs and benefits of moving from 3 to 4
  • 8 Syllabus and Sessions Plan  Overall learning objective  Topics  Prerequisites  Sessions and session objectives  Training Materials & References  Training techniques  Training aids
  • 9 Training Methods
  • 10 We Learn 1% through taste 1.5% through touch 3.5% through smell 11% through hearing 83% through sight We Remember 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 80% of what we say 90% of what we say as we act
  • 11 Lecture Demonstration Small Group Activity/ Discussion Case Study Role Play
  • 12 Adulteducation Vocationaltraining Case-basedlearning Types of Training Techniques ‘Traditional’ lecture Class discussion Group discussion Practical exercise Project work Self learning
  • 13 Using Training Techniques  Apply always a combination of techniques  Active participation of students should be encouraged as much as possible: participative training  Understanding basics and relations of the course subjects are more important than learning facts  Select a combination of techniques which is 'suitable' for both trainers as well as participants
  • 14 Lecture Training Advantages : a quick and simple way to provide information to large groups.  rather when compared to the other forms of training allows for the giving and taking of questions
  • 15 Lecture  Convey information, theories or principles  Depends on trainer for content Uses  Introduce a subject  Bring Facts/statistics  Overview  Large groups
  • 16Keep It Simple and Short
  • 17 Demonstration  Show and explain an activity  Provides a model  Learn by doing Uses  Model a behaviour  Illustrate points  Create a visual impact
  • 18 Small Group Activity / Discussion  Learners share their own experience  4- 8 participants in a group  Involve all participants Uses  Planning / problem solving  In-depth exploration  Learn from each other  Practice new skills
  • 19
  • 20 Case Study  Analysis of a hypothetical but realistic situation  No “right answers”  Participant devises his/her own solution Uses  Discuss typical situations  Recognize multiple approaches  Safe environment
  • 21 Role-Play  Participants act out a hypothetical situation  Everyone becomes part of the scenario  Participants bring their own experience to role Uses  Skill building  Affects feelings and attitudes  Rehearsal preview  Pushes for new solutions
  • 22
  • 23
  • 24 Lecture Demonstration Small Group Activity/ Discussion Case Study Role Play Training Materials ?
  • 25 Applying Principles of Adult Learning and Retention Recall: Principles of Adult Learning Learning Styles, Communication Styles
  • 26 RAMP 2 FAME R Recency A Appropriateness M Motivation P Primacy 2 2-way communication F Feedback A Active Learning M Multi-sense learning E Exercise
  • 27 Recency Things that are learned last are best remembered  Summarize frequently  Plan review sections  Divide subject into mini-topics of about 20 minutes in length
  • 28 Appropriateness All information, training aids, case studies, etc must be appropriate to participant’s needs  Clearly identify a need  Use descriptions, examples or illustrations that the participants are familiar with
  • 29 Motivation Participants must want to learn, must be ready to learn, must have some reason to learn  Presenter must also be motivated  Identify a need for the participants  Move from the known to the unknown
  • 30 Primacy Things learned first are learnt best  Short presentations  Interesting beginning  Updates on direction and progress of learning  Get things right the first time
  • 31 2-way communication Communicate with participants  Include interactive activities in sessions plan  Match body language with verbal message
  • 32 Feedback Trainer and trainee need information from each other  Include feedback activities (e.g., questions; tests) in sessions plan  Give feedback on performance immediately  Positive and negative feedback  Acknowledge good work (positive reinforcement)
  • 33 Active learning Participants learn more when they are actively involved in the learning process  Use practical exercises  Use questions  Get the participants to DO it
  • 34 Multiple-sense learning Learning is more effective if participants use more than one of five senses  Tell AND show  I see and I forget I hear and I remember I do and I understand. Confucius a. 450 BC
  • 35 Exercise Things that are repeated are best remembered  Hear, see, practice, practice  Frequent questions  Frequent recall  Give exercises