This document discusses various training techniques that can be used to engage trainees and promote learning. It describes techniques such as lectures, demonstrations, small group activities, case studies, and role plays. It also covers principles of adult learning such as using a variety of senses, active participation, feedback, and repetition to enhance retention. The goal is to aim for a training approach that incorporates these varied techniques and learning principles.

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Training Techniques
Dr.C.V. Suresh Babu

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Same stuff Different Day

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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

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Plan
Execute
Conceptualize

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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?

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Awareness & Competence
Self-Awareness
Low High
Low
Unconscious
Incompetence
Conscious
Incompetence
High
Unconscious
Competence
Conscious
Competence
Competence
1
3
2
4

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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

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Syllabus and Sessions Plan
 Overall learning objective
 Topics
 Prerequisites
 Sessions and session objectives
 Training Materials & References
 Training techniques
 Training aids

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Training Methods

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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

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Lecture
Demonstration
Small Group Activity/
Discussion
Case Study
Role Play

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Adulteducation
Vocationaltraining
Case-basedlearning
Types of Training Techniques
‘Traditional’ lecture
Class discussion
Group discussion
Practical exercise
Project work
Self learning

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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

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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

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Lecture
 Convey information, theories or principles
 Depends on trainer for content
Uses
 Introduce a subject
 Bring Facts/statistics
 Overview
 Large groups

16. 16Keep It Simple and Short

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Demonstration
 Show and explain an activity
 Provides a model
 Learn by doing
Uses
 Model a behaviour
 Illustrate points
 Create a visual impact

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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

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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

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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

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Lecture
Demonstration
Small Group Activity/
Discussion
Case Study
Role Play
Training Materials ?

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Applying Principles of Adult
Learning and Retention
Recall: Principles of Adult Learning
Learning Styles, Communication Styles

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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

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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

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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

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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

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Primacy
Things learned first are learnt best
 Short presentations
 Interesting beginning
 Updates on direction and progress of learning
 Get things right the first time

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2-way communication
Communicate with participants
 Include interactive activities in sessions plan
 Match body language with verbal message

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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)

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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

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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

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Exercise
Things that are repeated are best remembered
 Hear, see, practice, practice
 Frequent questions
 Frequent recall
 Give exercises