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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