This document discusses various training methods and techniques. It is divided into three main categories: presentation methods, hands-on methods, and group building methods. Presentation methods include lectures and audio-visual techniques where trainees passively receive information. Hands-on methods require active involvement through activities like on-the-job training, simulations, and role-plays. Group building methods aim to improve team effectiveness through techniques such as adventure learning, team training, and action learning. The document provides details on key methods within each category and discusses their advantages and disadvantages.

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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

3. Traditional Methods Categories
Presentation Methods
Hands-on Methods
Group Building Methods

4. Presentation Methods
• Presentation methods refer to methods in
which trainees are passive recipients of
information.
• This information may include:
– Facts or information
– Processes
– Problem – solving methods
• Presentation methods include:
– Lectures
– Audio-visual techniques

5. Demonstration
Lecture
Small Group Activity/
Discussion
Case Study
Role Play

6. Presentation Methods:
Lecture
• Lecture involves the trainer
communicating through spoken
words what she wants the trainees
to learn.

7. Lecture method
One way verbal delivery of content by the trainer
Advantages :-
1.Can reinforce trainers credibility
2.Information is concentrated & organized as desired
3.Efficient lots of information can be shared
4.Can be personalized /customized easily
Cont….

8. Variations of the Lecture
Method
Standard Lecture
Team Teaching
Student
Presentations
Panels Guest Speakers

9. Disadvantages of Lecture Method :-
1.One way; not effective if goal is shared responsibility
2.Details get lost in the shuffle after 15-20 minutes
3.Relative passivity of employees
4.Depends totally on trainers effectiveness and
information
5.Usually no record of key points
6.Words and figures can be easily be garbled

10. Presentation Methods:
Audio-Visual Techniques
• Audio-visual instruction includes:
– Overheads
– Slides
– Video
• It has been used for improving:
– Communication skills
– Interviewing skills
– Customer-service skills
– Illustrating how procedures should be
followed

11. Hands-on Methods
• Hands-on methods refer to training
methods that require the trainee to be
actively involved in learning.
• These methods include:
– On-the-job training
– Simulations
– Case studies
– Business games
– Role plays
– Behavior modeling

12. Hands-on Methods:
On-the-Job Training
• On-the-job training (OJT) refers
to new or inexperienced employees
learning through observing peers or
managers performing the job and
trying to imitate their behavior.
• OJT includes:
– Apprenticeships
– Self-directed learning programs

13. On-the-Job Training
(continued)
• OJT can be useful for:
– Training newly hired employees
– Upgrading experienced employees’ skills
when new technology is introduced
– Cross-training employees within a
department or work unit
– Orienting transferred or promoted
employees to their new jobs

14. Effective OJT Programs
Include:
• A policy statement that describes
the purpose of OJT and
emphasizes the company’s support
for it.
• A clear specification of who is
accountable for conducting OJT.
• A thorough review of OJT
practices at other companies in
similar industries.

15. Effective OJT Programs
(continued)
• Training of managers and peers in the
principles of structured OJT.
• Availability of lesson plans, checklists,
procedure manuals, training manuals,
learning contracts, and progress report
forms for use by employees who conduct
OJT.
• Evaluation of employees’ levels of basic
skills before OJT.

16. OJT Programs:
Self-Directed Learning
• Employees take responsibility for all
aspects of learning:
– When it is conducted
– Who will be involved
• Trainees master predetermined training
content at their own pace without an
instructor.
• Trainers are available to evaluate learning
or answer questions for the trainee.

17. Self-Directed Learning
(continued)
Advantages
• Learn at own pace
• Feedback about learning
performance
• Fewer trainers needed
• Consistent materials
• Multiple sites easier
• Fits employee shifts and
schedules
Disadvantages
• Trainees must be
motivated to learn on their
own
• Higher development costs
• Higher development time

18. OJT Programs:
Apprenticeship
• Work-study training method with both on-the-
job and classroom training.
• To qualify as a registered apprenticeship
program under state or federal
regulations:
– 144 hours of classroom instruction
– 2000 hours (or one year) of OJT experience
• Can be sponsored by companies or unions.
• Most programs involve skilled trades.

19. Apprenticeship (continued)
Advantages
• Earn pay while learning
• Effective learning
about “why and how”
• Full-time employment
at completion
Disadvantages
• Limited access for
minorities and women
• No guarantee of full-time
employment
• Training results in
narrow focus
expertise

20. Hands-on Methods
Case method
Objectives
1.It can stimulate an analytical process
2.Help in deriving useful generalization of principles
3.Good method in decision making and problem solving
4.Develop in knowledge and skills
5.Real life situations will be shared
6.Effective in enhancing involvement of participants

21. Hands-on Methods
Case method
Advantage
1.Can focus the discussion and learning experience
2.Can gain a shared understanding of on the job
problems
3.Can provide real world application and customized
Disadvantages
1.May impose time limitations for reading and discussion
2.Difficult to develop and incorporate all the necessary
details
3.Only builds and demonstrates understanding, not
skills.

22. Hands-on Methods
Role play
It is conscious attempt to bring out the dynamics
and intricacies of various role performed in real
life.
Role play which participants are required to act out
the role of an individual in a situation relevant to
the individual.

23. Hands-on Methods
Role play
Objectives
1.Role play is key training method for engendering behavioural
changes.
2.Role play emphasizes of understanding and appreciating
others point of view.
3.Improve the skills in the area of problem solving and decision
making.
4.self-expression and interpersonal communication and
improves interpersonal effectives.

24. Case method vs Role play
Case method Role Play
1.Presents problem for
analysis & discussion
2.Focuses on cognitive
learning
3.Ther and then situation
4.Ther is some
predictability about the
discussion.
5.Emphasis on facts & data
1.Locates life –like
interactive setting
2.Thinking and doing
3.Here and now situation
4.This way situation to
unfolds
5.Importance of behaviour,
reactions & feelings

25. Hands-on Methods
Role play
Limitations
1.Who are shy, introvert and multi-cultural for them it
is embarrassing.
2.Some feel foolish before playing someone else.
3.This method is open to criticism for lack of realism.
4.Not many trainers have the required skills in writing a
role play and conducting it.
5.Actions and behaviour of few participants the whole
exercise can be degenerate.

26. Hands-on Methods
Management Game
Deals with certain specific aspects of management.
Enhances understanding,
1.Typical organisational problems
2.Inter –relatedness of the functions organization.
3.The problem of organisation policy and decision making
4.The problems of working in team.

27. Hands-on Methods
Questioning Method
Two types 1.Structured & 2.Free Form
Questioning Skills
1.Help in estimating the participants understanding
2.Invite and participation in the group process
3.Provide feedback how the experience is being
received

28. Skills associated with questioning
1.Asking questions of the participants.
2.Handling their answers to your questions.
3.Responding to their questions.

29. Handling answer to questions
1.Use positive reinforcement for correct answers
2.Acknowledge the effort of the respondent,
regardless of whether the answer was right or
wrong.
3.Minimise potential embarrassment for wrong or
incomplete answers.

30. Responding to questions
There are three acceptable ways to respond to
questions.
1.Provide the answer yourself
2.Redirect he question back to the person
3.Defer the question

31. Hands-on Methods
Individual &Group assignments
• Developing mental skills the participants may
given exercise like
planning project or
survey typical issues or
preparing action plan for the organisation.

32. Advantages of assignments
1.Oppurtunity to display initiative and creativity
2.They are closer to reality & non threatening
3.Great deal involvement and own learning all their
senses
4.Good method to assess the performance of the
participants

33. Group discussion:-
aims at structured but informal exchange of
knowledge, ideas, and perception on any issue.
Generate pile of ideas by examining issues in greater
depth, looking at different dimension of the issues.

34. Limitations of GD
1.Group is large members not get opportunity to
participate
2.Dicusson may lack focus and as result, it may be
unproductive
3.Some members may dominate and high jack
4.As is group task some members may take it easy and
not feel constrained to participate.
5.Leader is unskilled in guiding the discussion and or not
familiar with the topic or issues.

35. Hands-on Methods
Panel Discussion Method
1.It is structured discussion format.
2.This format used before participants, views and
opinion on a specific topic or issue.
3.The presentations are short lectures rather than a
long lecture.

36. Hands-on Methods
Brainstorming method
Objective
1.Generating wide range of solutions in solving a
problem
2.Developing attitude among participants by
encouraging them to listen and participate.
3.Encouraging shy and reluctant participants to
share their ideas and thoughts.

37. Hands-on Methods
Field trip
It is not an observation visit or a tour
but a training activity designed to enhance
learning.

38. Hands-on Methods
Demonstration method
A demonstration is an illustrated presentation to
the participants how to do a thing.
Advantages:-
1.Demonstration ahs verbal as well as visual components.
2.Trainer can control the pace and easily alter it to meet needs
of the group.
3.Trainer can stimulate participants interest.

39. Hands-on Methods
Basket Exercise
Attempts to stimulate the working situation by
setting the trainee realistic tasks.
The trainees are presented with papers such as
letters and memos placed in the basket which they
respond individually.
Uses:-
Development of analytical skills
Confidence gaining in decision making

40. Advantages:-
provides concrete subjects for practical work
discussion opportunities for active participation
Disadvantage:-
1.Time consuming
2.Difficult to achieve real life time situations
3.If handled insensitively it may undermine the
confidence of some learners

41. Hands-on Methods
Syndicate Method
• Syndicate learning feature of military staff college.
• Largely patterned by Henley.
• Objective was to encourage managers from these
different kinds of enterprise to learn each other.
Features:-
1.Composed of members with different expertise drawn
from different types of enterprise.
2.Trask oriented sense that there is specified end
result.
3.Self managing with in constrains of the programme.

42. Hands-on Methods
Programmed learning
Training given off the job. It could used in a formal
training programme used.
Principles
1.Subject to be taught is to be clearly defined
2.Tehn several units are to be prepared called as
‘frames’
3.Each frame will consist understandings regarding
matter presented in that frame.

43. Hands-on Methods
Sensitivity Training
ST focuses on exploring the nature of interpersonal
relationships.
This method establish learning atmosphere in which
self-examination and criticism is rewarded.
Where constructive feed back is given to others and
where social support given for change efforts.

44. Objective of ST
Self
1.Becoming aware of own
2.Correctly perceiving effects of own behaviour on
others
3.Correctly understanding effect of others
behaviour on self.
4.Hearing others and acceptable helpful criticism
5.Appropiately interacting with others

45. Interpersonal & Group relations
1.Establishing meaningful interpersonal
relationships
2.Finding a satisfying place in the group
3.Understanding dynamic complexities in group
behavior
4.Developing diagnostic skills to understand
group problems and processes.
5.Acquring skills of helping the group in task and
maintenance problems

46. Organisation
1.Understanding organizational complexities
2.Developing and inventing appropriate new patterns and
procedures
3.Helping to diagnose and solve problems between units
of the organisation
4.Working as a member and as a leader

47. Hands-on Methods
Simulations
• Represents a real-life situation.
• Trainees’ decisions result in outcomes
that mirror what would happen if on
the job.
• Used to teach:
– Production and process skills
– Management and interpersonal skills

48. Hands-on Methods
Behavior Modeling
• Involves presenting trainees with a model who
demonstrates key behaviors to replicate.
• Provides trainees opportunity to practice the key
behaviors.
• Based on the principles of social learning theory.
• More appropriate for learning skills and behaviors
than factual information.
• Effective for teaching interpersonal and
computer skills.

49. Group Building Methods
• Group building methods refer to training
methods designed to improve team or
group effectiveness.
• Training directed at improving trainees’
skills as well as team effectiveness.
• Group building methods involve trainees:
– Sharing ideas and experiences
– Building group identity
– Understanding interpersonal dynamics
– Learning their strengths and weaknesses and of
their co-workers.

50. Group Building Methods
(continued)
• Group techniques focus on helping
teams increase their skills for
effective teamwork.
• Group building methods include:
– Adventure learning
– Team training
– Action learning

51. Group Building Methods
Adventure Learning
• Focuses on the development of teamwork and leadership
skills using structured outdoor activities.
• Also known as wilderness training and outdoor training.
• Best suited for developing skills related to group
effectiveness such as:
– Self-awareness
– Problem solving
– Conflict management
– Risk taking

52. Adventure Learning
(continued)
• To be successful:
– Exercises should be related to the types of
skills that participants are expected to
develop.
– After the exercises, a skilled facilitator
should lead a discussion about
• what happened in the exercise
• what was learned
• how events in the exercise relate to job situation
• how to apply what was learned on the job

53. Group Building Methods
Team Training
• Involves coordinating the performance of
individuals who work together to achieve a
common goal.
• Teams that are effectively trained develop
procedures to identify and resolve errors,
coordinate information gathering, and
reinforce each other.

54. Components of Team
Performance
Team Performance
Behavior Knowledge Attitude

55. Group Building Methods
Action Learning
• Involves giving teams or work groups:
– an actual problem,
– having them work on solving it,
– committing to an action plan, and
– holding them accountable for carrying
out the plan.

56. Action Learning (continued)
• Several types of problems are used
including how to:
– Change the business
– Better utilize technology
– Remove barriers between the customer and
company
– Develop global leaders

58. THANK YOU!