Training techniques

548 views
479 views

Published on

Published in: Technology, Business
4 Comments
1 Like
Statistics
Notes
No Downloads
Views
Total views
548
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
4
Likes
1
Embeds 0
No embeds

No notes for slide
  • 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

    1. 1. 1 Training Techniques Dr.C.V. Suresh Babu
    2. 2. 2 Same stuff Different Day
    3. 3. 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. 4. 4 Plan Execute Conceptualize
    5. 5. 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. 6. 6 Awareness & Competence Self-Awareness Low High Low Unconscious Incompetence Conscious Incompetence High Unconscious Competence Conscious Competence Competence 1 3 2 4
    7. 7. 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. 8. 8 Syllabus and Sessions Plan  Overall learning objective  Topics  Prerequisites  Sessions and session objectives  Training Materials & References  Training techniques  Training aids
    9. 9. 9 Training Methods
    10. 10. 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. 11. 11 Lecture Demonstration Small Group Activity/ Discussion Case Study Role Play
    12. 12. 12 Adulteducation Vocationaltraining Case-basedlearning Types of Training Techniques ‘Traditional’ lecture Class discussion Group discussion Practical exercise Project work Self learning
    13. 13. 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. 14. 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. 15. 15 Lecture  Convey information, theories or principles  Depends on trainer for content Uses  Introduce a subject  Bring Facts/statistics  Overview  Large groups
    16. 16. 16Keep It Simple and Short
    17. 17. 17 Demonstration  Show and explain an activity  Provides a model  Learn by doing Uses  Model a behaviour  Illustrate points  Create a visual impact
    18. 18. 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. 19. 19
    20. 20. 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. 21. 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. 22. 22
    23. 23. 23
    24. 24. 24 Lecture Demonstration Small Group Activity/ Discussion Case Study Role Play Training Materials ?
    25. 25. 25 Applying Principles of Adult Learning and Retention Recall: Principles of Adult Learning Learning Styles, Communication Styles
    26. 26. 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. 27. 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. 28. 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. 29. 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. 30. 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. 31. 31 2-way communication Communicate with participants  Include interactive activities in sessions plan  Match body language with verbal message
    32. 32. 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. 33. 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. 34. 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. 35. 35 Exercise Things that are repeated are best remembered  Hear, see, practice, practice  Frequent questions  Frequent recall  Give exercises

    ×