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Anuraag Awasthi
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Agenda
Training Cycle
Assessment
of the Problem / Learning opportunity (Training Need Analysis) Design of an intervention Implementation of the intervention Evaluation of Outcome
Training Methods
Training Methods are selected during Training Design phase and implemented during Implementation phase. The selection of appropriate training methods to meet training objectives becomes more challenging due to the growth of the training industry, increased number of training providers and the rapid advances in technology create an ever-growing number of methods and delivery systems. Instructional methods differ in their ability to influence knowledge, skills and attitudes.
Training Methods
Various
training methods can be divided into approaches - cognitive and behavioral. Cognitive methods provide verbal or written information, demonstrate relationships among concepts, or provide the rules for how to do something. These methods stimulate learning through their impact on cognitive processes and are associated most closely with changes in knowledge and attitudes. Though these types of methods can influence skill development, it is not their strength.
Training Methods
Cognitive Behavioral
Knowledge
Attitude
Skills
Cognitive Methods
The various methods that come under Cognitive approach are: - Lectures - Discussions - Demonstrations - Computer Based Training (CBT) - Intelligent Tutorial System (ITS) - Programmed - Instruction (PI) - Virtual Reality
Behavioral Methods
Behavioral methods allow the trainee to practice behavior in a real or simulated fashion. They stimulate learning through behavior and are best used for skill development and attitude change. Thus, either behavior or cognitive learning methods can effectively be used to change attitudes, though they do so through different means. Cognitive methods are best for knowledge development, and behavioral methods are best for skills.
Behavioral Methods
The various methods that come under Behavioral approach are: - Games And Simulations - Behavior-modeling - Business Games - Case Studies - Equipment Simulators - In-basket Technique - Role Plays
Lectures
Lectures
The lecture is one of the oldest forms of training, second only to demonstrations. Nearly all training programs contain some lecture component and a great many provide some type of demonstration. They possess similar characteristics, but are appropriate for different objectives.
Lectures
The
lecture, printed or oral, is best used to create understanding of a topic or to influence attitudes through education about a topic. In its simplest form, the lecture is merely telling someone about something. Lecture could also be video-taped. When a trainer begins a training session by telling the trainees the objectives, the agenda and the process that will be used in training, the trainer is using the lecture method.
Lectures
Straight Lecture / Lecturette The straight lecture is an extensive presentation of information, which the trainee attempts to absorb. In straight lecture a person (the trainer) speaks to a group (trainees) about a topic. However, the lecture may also take the form of printed text, such as a book. The only difference between a straight lecture and printed text are the lecturers control of the speed at which the material is presented, voice inflexion and body language used to emphasize points, and of course, the visual image of the lecturer.
Lectures
A good
lecture is well organized and begins with an introduction, which lays out the purpose of the lecture and the order in which the topics will be covered. In oral lecture the introduction should cover any rules about interrupting the lecture for questions and opportunity for clarification. The main body of the lecture follows the introduction. This part is logically sequenced. The lecture should conclude with a summary.
Lectures
Introduction - Purpose - Agenda - Rules Body - Topic 1 - Topic 2 - Topic 3 Summary A lecturette is a lecture whose duration is 20 minutes or less, if done orally.
Lectures
During
a straight lecture or lecturette, the trainee does little except listen, observe, and perhaps take notes. Even when done well, it is not an effective technique for learning. However, it is useful when a large number of people must be given a specified set of information. The oral lecture should not contain too many learning points unless printed text accompanies the lecture.
Lectures
A major
concern about the straight lecture method is the inability to identify and correct misunderstandings. When the only training objective is to acquire specific factual information, better learning can be achieved at less cost by putting the information into text or video.
Discussion Method
Discussion Method
The
discussion method uses a lecturette to provide trainees with information that is supported, reinforced, and expanded on through interactions both among the trainees and between the trainer and trainees. The added communication gives it a much greater power then the lecture. Using logically sequenced lecturette, each followed by discussion and questioning, can achieve higher-level knowledge objectives, such as principle learning and problem solving.
Discussion Method
The discussion method provides a two way flow of communication. Verbal and non-verbal feedback from trainees enables the trainer to determine whether the material is understood. Questioning can be done by both the trainees and the trainer. Trainees ask questions when they are thinking about the contents of the training, Trainer asks questions to stimulate thinking about the key areas that are important to know.
Demonstration Method
Demonstration Method
A demonstration is a visual display of how to do something or how something works. To be effective, a demonstration should, at a minimum, be accompanied by a lecture and preferably by a discussion. For an effective demonstration, prepare a lesson plan just like a lecture. (sequentially organize parts of the lesson). For each part tell the trainees what you will be doing so that they focus on the critical aspects of the task; demonstrate the task; explain why it should be performed that way.
Demonstration Method
Demonstration, like the lecture, can be differentiated by the level of involvement of the trainee. As with lecture, the more the trainee is involved, the more learning will occur. To increase the value of demonstration, after the demonstration, do following : - Ask the trainee to talk through the task before actually doing it. - Give the trainee the opportunity to do the task and describe what he or she is doing and why. - Provide feedback, both positive and negative. - Let the learner practice.
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