TRAINING TECHNIQUESTRAINING TECHNIQUES

PRESENTED PRESENTED

BYBY

GAJABA PERERA-GUNAWARDENAGAJABA PERERA-GUNAWARDENA

FORFOR

SIR JOHN KOTALAWALA DEFENCE SIR JOHN KOTALAWALA DEFENCE ACADEMYACADEMY

SESSION OBJECTIVESSESSION OBJECTIVES

INTRODUCTION TO TRAININGINTRODUCTION TO TRAINING WHY TRAIN?WHY TRAIN? TRAINING METHODOLOGYTRAINING METHODOLOGY TRAINING STRATEGIESTRAINING STRATEGIES SELECTION OF TRAINING METHODSSELECTION OF TRAINING METHODS COMMON TRAINING METHODSCOMMON TRAINING METHODS

LEARNINGLEARNING

LEARNING IS A LEARNING IS A RELATIVELY PERMANENT RELATIVELY PERMANENT

CHANGE IN BEHAVIOR CHANGE IN BEHAVIOR RESULTING FROM RESULTING FROM

EXPERIENCEEXPERIENCE

TRAININGTRAINING

TRAINING IS A DELIBERATE AND TRAINING IS A DELIBERATE AND DESIGNED ATTEMPT TO CHANGE DESIGNED ATTEMPT TO CHANGE

KNOWLEDGE, SKILLS AND KNOWLEDGE, SKILLS AND ATTITUDES REQUIRED TO PERFORM ATTITUDES REQUIRED TO PERFORM

A SPECIFIC JOB OR A TASK TO A SPECIFIC JOB OR A TASK TO SATISFY A PREDETERMINED SATISFY A PREDETERMINED

PERFORMANCE PERFORMANCE

TRAINING NEEDSTRAINING NEEDS

A TRAINING NEED IS A GAP A TRAINING NEED IS A GAP BETWEEN KNOWLEDGE, SKILLS AND BETWEEN KNOWLEDGE, SKILLS AND ATTITUDES REQUIRED IN A JOB,AND ATTITUDES REQUIRED IN A JOB,AND THE KNOWLEDGE, SKILLS AND THE KNOWLEDGE, SKILLS AND ATTITUDES OF THE PERSON ATTITUDES OF THE PERSON CARRYING OUT THAT CARRYING OUT THAT ****

KSA KSA

ACTUAL DESIRED

GAP

TRAINING

NEED

HUMAN RESOURC PLANNING

SUCCESSION PLANNING

CUSTOMER FEEDBACK

QUALITY CONTROL FEEDBACK

PERFORMANCE APPRAISAL

SUPERIOR OFFICER’S REPORT

•GANIZATIONAL

•OCCUPATIONAL

•INDIVIDUAL

LEVELS SOURCES

TRAINING NEED ANALYSIS**

TRAINING OBJECTIVESTRAINING OBJECTIVES

TRAINING OBJECTIVES SPECIFY THE TRAINING OBJECTIVES SPECIFY THE SKILLS, KNOWLEDGE AND SKILLS, KNOWLEDGE AND ATTITUDES THAT THE TRAINEE ATTITUDES THAT THE TRAINEE WILL POSSESS AT THE END OF THE WILL POSSESS AT THE END OF THE TRAINING PROGRAMTRAINING PROGRAM

TRAINING OBJECTIVES SHOULD BE TRAINING OBJECTIVES SHOULD BE IN THE SMART FRAMEWORKIN THE SMART FRAMEWORK

IMPORTANCE OF IMPORTANCE OF OBJECTIVES OBJECTIVES

ENSURE THAT THE PROGRAM WILL ENSURE THAT THE PROGRAM WILL RESPOND TO THE NEEDS IDENTIFIEDRESPOND TO THE NEEDS IDENTIFIED

DETERMINE THE SELECTION OF DETERMINE THE SELECTION OF TRAINING MATERIALS AND TRAINING MATERIALS AND METHODOLOGYMETHODOLOGY

SERVE AS A BASIS FOR EVALUATING SERVE AS A BASIS FOR EVALUATING THE PROGRAMTHE PROGRAM

KEY ELEMENTS (1)KEY ELEMENTS (1)

ACTION: WHAT TRAINEE WILL BE ACTION: WHAT TRAINEE WILL BE ABLE TO DO AT THE END OF THE ABLE TO DO AT THE END OF THE TRAINING . ACTIONS (OR TRAINING . ACTIONS (OR PERFORMANCE) MUST BE PERFORMANCE) MUST BE OBSERVABLE, MEASURABLE AND OBSERVABLE, MEASURABLE AND EXPRESSED IN VERBS OF EXPRESSED IN VERBS OF OPERATIONSOPERATIONS

KEY ELEMENTS (2)KEY ELEMENTS (2)

CONDITIONS: THEY ARE THE CONDITIONS: THEY ARE THE RESOURCES (BOOKS, EQUIPMENT, RESOURCES (BOOKS, EQUIPMENT, MATERIALS, TOOLS) A TRAINEE MATERIALS, TOOLS) A TRAINEE WILL BE ALLOWED TO USE TO WILL BE ALLOWED TO USE TO CARRY OUT THE ACTION CARRY OUT THE ACTION (PERFORMANCE)(PERFORMANCE)

KEY ELEMENT (3)KEY ELEMENT (3)

CRITERIA: ARE THE STANDARDS BY CRITERIA: ARE THE STANDARDS BY WHICH A TRAINEE’S PERFORMANCE WHICH A TRAINEE’S PERFORMANCE WILL BE EVALUATED.WILL BE EVALUATED.

CRITERIA ARE RELATED TO BOTH CRITERIA ARE RELATED TO BOTH QUALITY AND QUANTITY BASED ON QUALITY AND QUANTITY BASED ON THE REQUIREMENTS OF THE THE REQUIREMENTS OF THE WORKPLACE.WORKPLACE.

OBJECTIVE FRAMEWORKOBJECTIVE FRAMEWORK

AN OBJECTIVE SHOULD STATE:AN OBJECTIVE SHOULD STATE: THE FINAL BEHAVIOR (AN THE FINAL BEHAVIOR (AN

OBSERVABLE ACTION)OBSERVABLE ACTION) THE CONDITION FOR PERFORMANCETHE CONDITION FOR PERFORMANCE THE STANDARDS TO BE REACHED THE STANDARDS TO BE REACHED

FOR A SUCCESSFUL PERFORMANCE FOR A SUCCESSFUL PERFORMANCE (MEASURABLE CRITERIA)(MEASURABLE CRITERIA)

BASIC APPROACHES TO BASIC APPROACHES TO TRAININGTRAINING

PEDAGOGIC ORPEDAGOGIC OR DIDACTIC DIDACTIC TEACHER TEACHER

CENTEREDCENTERED ONE-WAY ONE-WAY

COMMUNICATIONCOMMUNICATION STRUCTUREDSTRUCTURED

ANDRAGOGIC ORANDRAGOGIC OR PARTICIPATORYPARTICIPATORY PARTICIPANT PARTICIPANT

CENTEREDCENTERED MULTI-MULTI-

DIRECTIONAL DIRECTIONAL COMMUNICATIONCOMMUNICATION

FLEXIBLE AND FLEXIBLE AND ADAPTABLEADAPTABLE

TRAINING METHODOLOGYTRAINING METHODOLOGY

INSTRUCTIVEINSTRUCTIVE

INTERACTIVEINTERACTIVE

PARTICIPATIVEPARTICIPATIVE

Main Factors Affecting the Choice of Training Methods

Human factors•Teacher (trainer)•Participants

•Environment

Objectives•Knowledge•Skills•Attitudes

Subject Area•Special subject•Inter-disciplinary problems

Time and Material Factors•Time•Finance•Teaching facilities

Principles of Learning •Motivation•Active involvement•Individual approach•Sequencing and structuring •Feedback•Transfer

COMMON TRAINING METHODSCOMMON TRAINING METHODS

LECTURE METHODLECTURE METHOD

DISCUSSION METHODDISCUSSION METHOD

CASE STUDY METHODCASE STUDY METHOD

PLAN YOUR LECTUREPLAN YOUR LECTURE

REVIEW THE NEEDREVIEW THE NEED SET UP THE LEARNING OBJECTIVESSET UP THE LEARNING OBJECTIVES ORGANIZE THE CONTENTORGANIZE THE CONTENT FOLLOW THE SEQUENCE PRINCIPLEFOLLOW THE SEQUENCE PRINCIPLE PLAN ILLUSTRATIONS & EXAMPLESPLAN ILLUSTRATIONS & EXAMPLES PLAN THE VISUAL AIDSPLAN THE VISUAL AIDS PLAN YOUR DELIVERY WITHIN THE PLAN YOUR DELIVERY WITHIN THE

TIMETIME

DELIVERDELIVER

BE CONFIDENTBE CONFIDENT USE THE THREE VsUSE THE THREE Vs

VOICE VOICE VOCALS AND VOCALS AND VISUALS VISUALS

KEEP EYE CONTACTKEEP EYE CONTACT KEEP YOUR POSTUREKEEP YOUR POSTURE BE NATURALBE NATURAL

DISCUSSIONDISCUSSION

MORE AN INTERACTIVE MORE AN INTERACTIVE METHODOLOGYMETHODOLOGY

BREAKS THE MONOTONY OF LONG BREAKS THE MONOTONY OF LONG LECTURE PRESENTATIONSLECTURE PRESENTATIONS

MOTIVATES & STIMULATES MOTIVATES & STIMULATES PARTICIPANTSPARTICIPANTS

IMPROVES TEAM WORK ATTITUDESIMPROVES TEAM WORK ATTITUDES

PLAN THE DISCUSSIONPLAN THE DISCUSSION

LEAD OR APPOINT A LEADERLEAD OR APPOINT A LEADER IDENTIFY THE MAIN POINTS IDENTIFY THE MAIN POINTS IDENTIFY BEHAVIORAL PATTERNSIDENTIFY BEHAVIORAL PATTERNS ENCOURAGE THE SHYENCOURAGE THE SHY REWARD COMMENTS AND REWARD COMMENTS AND

QUESTIONSQUESTIONS GUIDE AND MONITORGUIDE AND MONITOR SUMMARIZE & CONCLUDESUMMARIZE & CONCLUDE

CASE STUDYCASE STUDY

A COMBINATION OF LECTURETTE A COMBINATION OF LECTURETTE AND STRUCTURED DISCUSSION AND STRUCTURED DISCUSSION METHOD FOR PROBLEM SOLVINGMETHOD FOR PROBLEM SOLVING

EXPLAIN THE CASEEXPLAIN THE CASE ALLOW INDIVIDUAL WORKALLOW INDIVIDUAL WORK PROMOTE TO GROUP LEVELPROMOTE TO GROUP LEVEL ENCOURAGE GROUP PRESENTATIONENCOURAGE GROUP PRESENTATION PROMOTE DISCUSSIONPROMOTE DISCUSSION