Chapter § Media ou learn it in Training Methods and You don't understand anything until y, more than one way, ~Chinese Proverb ow to conduct training? What metho: given time, audience, resources, trai Trainer must decide activities rationally. A trainer of Public speaking wants the learners to get sensitized about their ve erbal and non-verbal behaviour. Thus, he may choose a brief lecture on the eff ‘ective presentation followed by actual presentation of learners. Observations of trainers may be shared to bring points home {There are many methods of training that can be used for imparting change in attitude, knowledge and skills. However, no one training method is superior or inferior to another. Some methods are used widely. There is emerging new trend to make sessions more Group discussion is a Spontaneous interactive. Thus, @ctivity where the participants reveal there is need to their natural behaviour. They cannot selectaccordingto Yehearse and act. Continuous need and resou- @xposure to group situation helps Tees. them learn ways to express themselves. ds will be appropriate within ners, Objectives and contents? Discussion " ° . .. Discussion Discussion refers to verbal interaction between two ormore ce ae of adult is preferred as a method of training because it suits the chareé “explored an leamers. Adults have experiences, which need to be shared,.ciF ily — : : an opportun analyzed to expand ir knowledge. Discussion provides eed because the to participate in the process of learging, This is an ideal metbod Be © participate in the process of learning. This tors OF ; wrdinat Control rests in the hands of learners. Trainers act as coo Scanned with CamScannerManagement of Training : A Guida "Fag, How ever, the rol vi ¥ry challenging requires special ski jg ‘onducive environment ler solving and decisior soa, 7 Sothat lamers fee relaxed and motivated ig rte sang a bechonncicg cm EY ree nde hore Strong points of th ine in ¥e method te of tr he convent jing, up and rur THEE helps in exchanging experiences among learnerg nc er gel he eames opening up and ning hey becanslaebers know it very well that lectures make laren cst 86 Become sien. 1s very dificult to now if they are aoe ciseussio Ps itive climate by arranging physica facies tke ‘snr shold ies Po ation as for recording es Heshoald circular seating es they are not troduced already jnteoduse the 4 the opie of discussion clearly so that the participants ‘Sharing means their experiences are valuable, This boosts their cn Mt helps them open up. nto eae ais np le Deets ihm ein Near beret 2. Tae santa me provide new perspective. Both trainers and leamers lea together ee es. ‘limited to the knowledge and experience of trainer alon ‘ot pour thei Be ee enti 4 singieat the time limit and expectations rom the patsipat stint aed 43.1t involves learners fully in the process pis Le recive ancl ca ep. Te ary rst cnc ia sn octal na aa ‘iin gna Tete sea tee nee ne isa en ofanobeneran lier henge ale re otrup nt sly so that entre process can be analyzed. This process os Observe the Prd training to record all the relevant data regarding group cara and debrief them in a manner that participants can learn Do not intervene in between unless its very much essential. ‘5, Do not intervene {lf helps in improving communication and leadership skits of Group discussion isa spontaneous activity where the participants reveal their ‘natural behaviour. They cannot rehearse and act, Continuous exposure to group situation helps them leam ways to express themselves. They lear to listen tp ‘ther people's ideas, analyze information and respect viewpoints different than ‘heir own. Group discussions provide unique opportunities to get sensitized to ‘group situation and develop abilities to cope with them. * {6 Commentat the end about the points emerging out ofthe discussion as well asthe process of discussion to deduce lessons. ote of leaders ce Tee te susion ontrack by avoiding nated deviations. * 2Encourage the silent ones to speak Mott lt conti Bs nal doe dale recprocaral $ tocnrage aals ofsenerliatons weak potut/ tnaions sag Seep of en EAS pics dt poses ommnitin sls dics my | SS fom not be equal involving tral, stacy JE ®Chvok monopcizaton of cussion bythe vlbe ones 2 Ir the panicpansdo-not have requisite kaowledge and expt Saeco Seco Sl iscussion may — not be useful F 10-Test the opinion ofall before concluding 3 Waste ine toma + Its not suitable for all kinds of objectives. Scanned with CamScannermanagement oF rnin : A Guide fog mv EL Role of members f 7 {Each member should paizpae in dscusson t 2 Speskone statin, Listen to the contribution of other members. tthe leamersin the msthod by seeing the process. Bulls com aching sks ' snstration is possible. | a. ls wen eedback of demor £ Donutngne ies of he U3 tin 5 Dom kee pn mene ato a any hona par ofan believe it. i . ame M1 force others, weak PO! and efforts to carry it ps BP | wen feu mor ime ane ng the smooth handling by the tr {6 Build group harmony by respecting right of others to speak 1 Tete ink it very ay DY 12 One may ik ence, opportunity to practice snot avaiable Points to be observed regarding group process ae |Lnitative of members o participate and give new informaion/idess, 2 Dearee and quality of participation. fication of the nf ae Js posable in cases where operation of a machine oF ‘Communication skill of participants. | wing or designing transparency for preston by i aiscussion 17The way in which the members ofthe group make decisions, method ae Bibs for Using te ee einonstraion with attractive introduction to Stansted rn ihc rca natig’ SEN aera open eb the importance ofthe skill Demonstration a an Demonstration is a method of taining in which the trainer shows sep-by:sep | purpose clarification : Make the purpose of demonstration and its place in process of a method/ dheeesion of waining clear othe learners. They _ should clearly understand ‘parationand dicts “Demonstration és very useful for ow 'ike denonstaton isn the sng session it Demonstration is vey teaching skIle ‘useful for teaching skills showing tha corace aay na Demonsiraion: Keep the objects to be demonstrated well organized so that Skilrfestoteabiliyt© gperation in such a manner that Yo nd when you need and time is not lost in arrangements. Organise doatusk Masteryinskill Ge can get confidence to try it | seine ina vay tat they have no inconvenienee in viewing and requites confidence, Que himself. TRE is where lecture Chetkequpmentsbeforshand to avoid last moment embarrassment. Anant techsigue and efcieney Gr discussion cannot help | she materials beforehand in sequence for easy handling. Begin the ation part sa that one may perform ‘ | in armanner that you help the audience to fllow each of your ation, Tell Jeamers what you are doing, why you are doing and then perform it Look atthe audience; point out the process so that everyone understands what i being | done 4 Yu caplet sage give exo infrmaton boat he mai | Measurements, equipments and techniques to satisfy query of Har ‘Stimulates interest of lamers because of audio-visual and action effect. EPS. Relate the process/tep withthe outcome so that leamers an und ‘sk th exe of minima ine and ney. This reques showng SS Sahn Scanned with CamScannerManageme Tang A eto o " ‘Se cause und effet, Precautions or special care needed for cong at method aa ‘esti must be told beforehand. Encourage lets to ak ee th th of tecture, rieesenting concepts and ther SP atgrockarly doubts Th ila provide ediackipag te) SMe arpa SEnssted. Good demonstrations must be supported by relevance) pean serve a BT on with other met sual aid like charts, posters or models to make ideas clear. ‘uo | J jean be used it tla! hea vi of ble st Sede i a ae pect a e tohnne Nana emg passive Sadak om adinc tee scomplex edge an sil of 5, Lectures arene Lerpont ave no oles 10 FY a cture mare effective ; Scien lectures in interesting manner by asking questions Encourage practice by learners Invite few Jeunes 10 try. Motivate «othe operation and eorreet soon to convey the aproprate way. Shaw sen techniques of doing to emphasize on development of appropriate sk Gr rough ime to practise tor making Us tetaes © en eesyaning a relevant experienc. Fran pepose of your lecture with participants. Onuanize your lecture by arranging materials in logical manne. Participants can absorb the materials easily ‘Use audio-visual ais to illustrate your points. “ Involve audience by using buzz group, group discussion, brainstorming or any other interactive method. - CCiavify difficult terms and use examples to explain your points. Use question and answer sessions to clarify doubts. important points and their Summarize: Do not leave demonstration abruptly aftr shoving. Repeat key points. Emphasize on important techniques and application poins. Show finished product or achievement and ereate postive feeling. Convey any special ‘warming or safety measures and application point for future use » cture hs “Lester thot arson, Carman ‘way: while the Iecture goes, the audience listen and (normally) ake note isthe natural choice for anew inet a8 he ean share a large Soant of ifonaten mos The effectiveness of lecture time to relatively large group. €4" be boosted if it is ‘That is why its prefered, A€Companied by appropriate However, there are serious Visual suppor’, anujore tion blames about lecture by ining Materia experts sf that one-way ‘communication in lecture neglects the experience of adults and alienates them. Participants enain passive ange bored up, The effectiveness of lecture ei ‘be booxed i itis accompanied by appropriate visual support and writen Material Summary notes and handouts, if provided during lecture, ean assist ‘ramet arate. Inactive handouts my be designed oecrd tain Use planned closing by summarizing th relevance. rainstorming anstorming fa training hod used in small The idea Behind Grainstorming fous to generate is to benefit from diversity of — eitive ideas without experience, collective thinking Wibition. Wis helpful in and’ synthesis of contribution in pins situation o break an open and accepting he monotony and use monotony and use atmosphere. "eesexperiences of inl solving ‘Nem. Unlike group discussion and problem solving, mp Scanned with CamScannersen brainstorming is on encouraging every member to come out with ideas with, sm at the beginning. The idea is to benefit from diversity of experien ve thinking and synthesis of contribution in an open and accepting atmosphere. . ~ Strengths: . It is quite interactive, as people get involved in the process. 2 Itisnon-judgemental, as it does not allow for criticism or negative reactions from the participants. 3. Itis quite creative experience. 4, It is often useful to solve problems through collective efforts. 5 Itcan be used as complementary method . mitations i. The size of the group is often less and thus it is difficult to conduct with large group size - neither too small nor too gigantic. 2 Pooling ideas together and creating a solution calls for high level of synthesis . 3. Notall brainstorming exercises prove equally creative and innovative. { Scanned with CamScannergroup Members tv yeuctate workavie environment. (case Method A case is detailed description of lifelike situations based on adequate data throwing light on the problem. It is quite popular in management training. It provides realistic data to initiayagyntense discussion, It develops skills to analyse analysis and decision-making. ~~ ei oe Case study involves situation critically and apply detailed examination of a_ relevant eel les. Jt Specific. situation. The 22Velops analytical skills. The specific situation. The 6 fiveh a ‘situation or experience may be classroom pecOMner verynan real or imaginary but it must participative. bring out facts necessary to make objective decisions. It should be relevant to the purpose of training. It develops skills to analyse situation critically and apply relevant principles. It develops analytical skills. The classroom becomes lively and participative. Unlike lectures, the participants are not at the receiving end of learning but active partners in generating knowledge. The active co-operation of participants is possible only when they are motivated and alert. Scanned with CamScannermathous and Motion oy ings sensitivity among, participants about certain behaviour, of people. te human relations, hange lores delica! jesses . : pire competent trainers 10 facilitate role-plays effectively. jeipants may take it casually and not pay serious attention, hole situation may get very artificial if not handled appropriately. of using role-play should prepare the participants before hand to play the role net ¢ selected participants to play roles. signal for stopping the play. rage the audi to share observations. ticipants critically to lead to conclusion. ity Training a type of training which is not so much concerned with contents but or behaviour - of the participants, such training by many names like T-group (training group) or sensitivity training . n in the pioneering work of training laboratory set up in bethel, $A in 1947 10 impart the skills of change agents. Later other terms like 3 sensitize participants towards their own behaviour. Soe ee 4 aviour, Sensitivity training help them to perceive reality of ones i a (etitaring climate through one’s own effort . The ide i fe Sand oy generating reaction or behavioural change Pr ealize erlyin learn from what is happening in the present momen SMying cause. That is why some experts call it gut learning- ds their own and influences of Scanned with CamScanneriness Games i Sopaar ge ce lations or games are imitations of real life situation in an organization. provide opportunities to make decisions based on life-like situations. ers process the behaviour of the participants to derive lessons out of the ntages is quite involving. terest level is very high. articipants are able to realize their strengths and weaknesses. It helps to model the ideal behaviour. Scanned with CamScanner\\0 Limitations distinct situations. 1, Business 2 Weannot be Use of busin [Lis not easy 10 mak few and specific for dist ly toall situations. es expert trainers te ames are f applied universal ames requil 10 conduct and process ¢ games. ps to conduct games o ici know thei ! “Introduce the game clearly so that all participants ae ag oe tations from them. Do itslowly. E 2 Fecic a sense of seriousness through involvement of every meme, Observe if anyone is having difficulty in working as instructed. i . Observe, process or act as referee during the game. Maintain seriousnes,. yourself. Do not hang around leisurely or talk with colleagues. : Conduct meaningful discussion about the process by involving everyone. Let them examine different roles i and interpersonal relationships.|§ —————————_~__—___ p critically Connect the findings Fleld trips provide fresh with the basic principle on which ideas and inspirations to the game was built. learners. 5, Discuss the lessons learnt out of the game. we Eee Field Trip Field trips refer to visits made by participants to actual sites to enable leamers to see some of the things, learnt during training. Advantages 1. Ithelps learners to relate to concepts and ideas learnt in classroom. 2. It breaks monotony of class or laboratory work. 3. It provides fresh ideas and inspirations to learners. Limitations 1, It is expensive to carry out. 2. Most of the times it becomes a pleasure trip rather than educational trip. 3. Itrequires lot of planning and coordination to materialize. Tips to make field trip effective L._ To be effective and successful, field trips should be planned wit! ™ objective in mind. Scanned with CamScanner