Training methods like simulation, role playing, and business games provide hands-on experiential learning opportunities. Simulation recreates realistic events for participants to experience situations without real-world consequences. Role playing involves acting out scenarios to highlight differing viewpoints. Business games simulate organizational problems and decision-making to improve skills like leadership, quality principles, and management. These active learning methods develop skills better than passive lectures by allowing trainees to apply knowledge, see how decisions impact areas, and solve complex problems in a safe environment.

1. "Live as if your were to die tomorrow.
Learn as if you were to live forever.“
Mahathma Gandhi
Training
Methods
Simulation
Role Playing
Games
Presentation By:
Midhu S V Unnithan

2. Training

A process whereby people acquire capabilities to
aid in the achievement of organizational goals.


Includes both hard and soft skills
Poorly trained employees may perform poorly and
make costly mistakes

3. Training Process
ANALYZE
DESIGN
DEVELOP
IMPLEMENT
EVALUATE

4. Process Cont…
What is the Problem ? (Purpose of
Training)
 What skills and knowledge should be
included in the training program ?
 Who needs to be trained ?


DESIRED PERFORMANCE - ACTUAL PERFORMANCE =
POSSIBLE TRAINING NEED

5. Features / Advantages










Professional expertise
Commitment to quality
Cost-effective delivery
Efficient Working
Skilled Workforce
On the job coaching
New Ideas and Suggestions
Create and Share Knowledge
Improve retention of employees
Training makes organizations more competitive

6. Training Methods
 On-the-Job
Training (OJT)
 Off the job Training
 Apprenticeship Training
 Classroom Instruction
 Programmed Instruction
 Audiovisual Methods
 Computer-based Training and E-Learning
 Simulation Method
 Role Playing
 Business Games
 Case Study Method etc….

7. SIMULATION
A
training exercise that recreates an event which
could actually happen, so that participants
experience the situation, is called a Simulation
 Simulation
is a more complex form often used for
hands-on training (e.g. simulation of a first aid emergency, etc.)
 Simulations
offer learners the ability to learn in a
realistic environment where they can apply
knowledge and skills without the fear of realworld implications

8. Training Simulations




Introduction - the organizer of the programme (plus
sometimes a specialist in the training simulation) will
meet the participants and give them a brief
explanation of the purposes behind the training and
what they should hope to achieve.
Lectures - sometimes the trainees will also receive one
or more lectures around the topics that the simulation
will be based on, in order to give them an idea of the
type of skills they will need.
The simulation - the simulation will then be played,
allowing newly-acquired knowledge to be tested and
skills practiced.
Evaluation - once the simulation has been completed,
it is very important to summarize what has been learnt
and the effectiveness of the training.

9. 
•
•

•
•
•
WHEN SHOULD SIMULATION BE USED?
Simulations can be effective when an elaborate
demonstration is the best method of training a
moderate to large size group.
The simulation method is appropriate for disaster,
rescue, or other crisis management training exercises.
TYPES OF SIMULATION
Live simulations typically involve humans and/or
equipment and activity in a setting where they would
operate for real.
Virtual simulations typically involve humans and/or
equipment in a computer-controlled setting. A flight
simulator falls into this category.
Constructive simulations typically do not involve humans
or equipment as participants. Science-based
simulations are typically constructive in nature.

10. Simulation

•
ADVANTAGES:
Simulations are realistic hands-on events in which participants “feel, see,
hear, and do”.
•
A simulation experience provides a high level of knowledge transfer.
•
Simulations are an intense form of experiential learning.

•
DRAWBACKS:
Simulations require lots of careful planning, materials, preparation, and
equipment.
•
Simulations require staging, practice, and adjustment to eliminate the
possibility of actual injury or safety hazards.
•
A realistic simulation is often expensive, and should be followed up with
additional training to remedy any problems identified during the event.

11. Role Playing

Definition: Role-playing refers to the changing of
one's behavior to assume a role, either
unconsciously to fill a social role, or consciously.
•
When participants and/or trainers act out parts in
an open-ended story intended to highlight
conflicting viewpoints, this is called Role Playing.
•
Role playing is different from stage drama
because the lines (scripts) are not pre-determined,
the players originate their dialogue in real time,
and as the scenario unfolds they interact to
develop an outcome.

12.  WHEN
•
•
•
SHOULD ROLE PLAYING BE USED?
Role playing is effective when the topic
involves person-to-person communication
and/or interaction.
Role playing can allow everyone to
participate.
The overall mood a training session can
be improved by the excitement that role
playing provides.

13. Role Playing

ADVANTAGES:
•
Role playing is an excellent forum for exploring the topics of ethics and
conflict resolution.
•
Participants can “feel a new viewpoint” through dynamic role playing.
•
Individuals are often inclined to express true feelings when role playing.
•
The group listens better and learns more because they are seeing and
hearing the subject matter as it is acted out.

DRAWBACKS:
•
Role playing requires careful selection of situations to be effective.
•
Role playing impedes free expression if participants are not volunteers.
•
The themes for role playing exercises must avoid potential conflicts with
the principles of the participants.

14. Business Games





Business game (also called business simulation game)
refers to that are used at an educational tool for teaching
business.
Business games may be carried out for various business
training such as: general
management, finance, organizational behavior, human
resources, etc.
This is a training technique in which participants, grouped
into teams, consider a sequence of problems and
organize themselves to make decisions. It is a form of
simulation
Listening passively doesn't really make the material one's
own.
After the lecture it will soon fade away. To make the
subject one's own, this requires intensive practicing.

15.  The
purpose of management games is to increase a
person's understanding of
 (1)
specific organizational problems
(marketing, production, etc.);
 (2) the inter-relatedness of the functions and parts of an
organization and its relation to its environment
 (3) the problems of organization policy and decision
making
 (4) the problems of working in a team.

16.  Some
 It
of the benefits of the business games are:
develops leadership skills
 It improves application of total quality principles
 It develops skills in using quality tools
 It strengthen management skills
 It demonstrates principles and concepts
 It explores and solves complex problem

17. • Business games simulate whole organization and provide much
better perspective than any other training methods. They allow
trainees to see how their decisions and actions impact on the
related areas.