This document provides an overview of various training methods that can be used by trainers. It defines key roles like trainer, instructor, coach and facilitator. It discusses general guidelines for selecting methods based on needs of organization, trainee and task. Some factors to consider include human factors, objectives, duration, facilities available and trainer skills. A wide range of methods are described like lectures, discussions, case studies, role plays, simulations and group exercises. The document advises trainers to select methods that engage and motivate learners while enabling practice and application of skills.
2. Some quotes
“I hear, I know.
“I see, I remember.
“I do, I understand
Confucius,551 BC
“you cannot teach a man anything, you can only help him find it with himself”—
GALILEO
“He has to see on his own behalf-the relation between means and methods
employed and results achieved…nobody else can see for him and he cant
see just by being told”—John Dewey, 1938, Theory of Inquiry
2
3. Preliminaries
Trainer –directs growth of learners by making them
proficient in a skill or task
Instructor—gives knowledge or information to
learners in a systematic way.
Coach—demonstrates, directs, guides, and prompts
learners. Generally concerned with methods rather
than concepts
Facilitator—makes it easier for learners to learn.
Guides team towards the results for which it exists to
achieve for the team to improve competency
3
4. General guidelines on methods
Varies based on the needs of the
organization, trainee, and the nature of
the task.
Method should motivate the trainee to
learn, enable them to apply and
practice what they have been taught,
retain and transfer and integrate
performance with other skills and
knowledge.
4
5. Factors in selecting methods
Human factors
Training objective
Program duration and material factors
Time of day
Probability of contributing to on-the-job performance
Age, gender, level of education
Learning styles
Number of trainees
Training budget and policies
Training facilities available
Trainer’s skills
5
6. For trainer, there exists a wide range of
training methods. One method or
technique may be especially suited to one
situation and unsuited in another .It is
therefore important that the method
selected serves the intended purpose—to
impart knowledge, improve skills, change
attitude and create enthusiasm and
involvement.
6
7. Whichever training methods are selected, the
trainer has to address the following:
How do I activate the learners interest and
motivation to learn?
How do I deal with the different speeds and
styles at which people learn?
How do I get the individual learners involved
in the learning and keep them involved ?
How do I know whether they have
understood?
How do I promote the use of what is learnt
back to work?
7
8. Training methods
Illustrated presentations/lecture
Discussion questions
Long and short case studies
Role plays
Brainstorming
Simulation
Group exercises
Group discussion
Demonstration
Workshop
Seminar
Projects
Computer based
8
9. Group task
In your group, select any one
method and discuss its
application and situations that
it can be used.
9
10. Illustrated presentations or lectures
Suited for:
Large groups
Limited time
Where learners have little knowledge of
the topic—new concept or technique
It allows the instructor to control the
learning and high chances of failure
10
11. Limitations
It relies on one sense only—listening
Less participative
Difficulty to determine if learning has taken
place
Overcoming limitations
Provide key notes for participants to follow
Include short questions
Illustrate presentations using diagrams etc
Provide note paper for taking notes
Monitor understanding
11
12. Discussion Questions
Participants think about particular aspects of
their work and share experiences.
These increase understanding of work-
related issues and agree on plans of action
Questions should be properly designed– the
objective, what to do with answers and
should be inputs for other courses
12
13. Case studies
A record of real life situation and the
related facts presented to participants for
analysis, discussion and decision on the
action they might take—trains in problem
solving, decision making or human
relations and learning of principles and
concepts. It brings realism in a training
session, allows for group interaction and
learning from each other—recommend
solutions based on the content provided
13
14. Smart cases
Relevant to work situations
Based on events that that did or could
happen
Contain matters on which opinions may
differ
Cases can be difficult to write and time
consuming. the trainer must be skilled and
creative in leading discussions, and keeping
trainees on track
14
15. Panel of experts
Selected from outside or
among participants
Participants should raise the
questions before panel
session
A chair for the panel
appointed
15
16. Role- play
A training method in which trainees
assume the roles of the characters
involved and act out those roles. It an
effective method to change behavior.
An opportunity to practice people skills
It is good in customer service and sales
training
Role play can be used to:
Examine a delicate problem in human
relations
16
17. Explore solutions to an emotion laden
problem
Provide insight into varied attitudes
towards something
Provide alternative view of a situation
Enhance trainees confidence
Think and feel like the humans they are
role playing
Enhance interpersonal relations among
trainees
17
19. Simulation
Seeks to facilitate the transfer of what has
been learnt off the job to on-the-lob
behavior by reproducing, in the training
room, situations which are as close as
possible as real life. Participants are given
the opportunity to practice behavior in
conditions identical to or at least very
similar to those they will meet when they
complete the course.
19
20. Group exercises
All group members are involved
in doing something and learn
from what they do—trainees try
different ways of doing things
without the risk involved if the
same things were tried in real
working environment.
20
21. Group discussion
Verbal interaction between two
or more participants used to
generate principles and theories
, problem solving , planning or
strategy formulation. –clarifying
ideas, sharing knowledge and
experience, involvement and
team building.
21
22. Demonstration
A method of conveying how
something works practically.
Suitable for training in skills
and has quick results and
immediate feedback.
22
23. workshop
A method of training by
organizing a meeting to
produce identifiable
results/solutions to problems
23
24. Seminar
A meeting is arranged to share
results of a study/project, to plan
action strategies through lectures,
paper presentations, reports and
discussions—effective method for
pooling expertise, sharing
knowledge, generating productive
ideas and for problem centered
solutions
24
