Methodology us
Training Metholodgy
Metholodgy

Training Delivery methodology considerations occur after we've defined the objectives, assessments, content types, and learning sequence for the training. Depending on objectives and the content types, some — or even all — of training can be done outside of the classroom Or a mix of training methods can be used to make training effective.

Blended training combines various types of training and information communication to achieve the most effective performance gains in the most efficient manner. Following are the methodology t hat we are using in our classroom:

  • Instructor-led classroom-based training: An interactive, instructor-led approach where the instructor and trainees meet in a classroom for a specific duration of time.
  • Multimedia-based training (MBT): Interactive training presented through audio-visual  using a variety of multimedia CD ROM, Speakers, Projector, Headphones etc.
  • Reference study material: Information includes training aids workbooks, charts, posters, user manuals, and reference guides.

Using a variety of methods during an orientation or training helps get your messages across and holds participant interest. Varying the methodology can make a session more interactive, interesting, and fun. The following chart lists some suggested methods and their uses. All of these instructional techniques have benefits. The choice of a method depends on the objectives of a particular session, the characteristics of the learners, and the time and resources available

Method

 

Ideal for

 

Methods

 

Other consideration

Brainstorming

·        Allowing hands-on experiences

·        Entering and learning about a new environment

·        Engaging participants

·        Form group

·        Assign topic

·        Give appropriate time

·        See the outcome

·        Feedback

 

·        Field trips can be used in a wide variety of places and for different topics.

·        Field trips provide an opportunity to experience first-hand an actual environment or situation and enter it safely with guidance.

Games

·        Practicing skills while having fun

·        Allowing real-life application of skills

·        Teaching skills

·        Engaging participants

·        Form groups

·        Define the objective of activity

·        Tell how to follow the process of game

·        Give time limit

·        Move around the group while they are preparing performing

·        feedback

·        Games provide the opportunity for participants to enjoy learning.

·        General games can be adapted to use questions that refer to your topic.

·        Be sure that the games you use do not offend participants by seeming childish (e.g., by using graphics aimed at children).

Lectures

·        Conveying a lot of information in a short period of time

·        Briefly introducing a topic

·        Presenting basic information

·        Imparting knowledge

·        Define the topic & objective

·        Use visuals, examples & anecdotes

·        Keep trainees involve by asking question

 

·        Some groups may initially be more receptive to lectures than to hands-on activities.

·        Lectures may not lead to actual learning, as participants are passive observers and do not have the opportunity to apply learning.

·        Lectures can be more effective when preceding or following another method.

·        Lectures are more interesting when combined with visuals, examples, and anecdotes, and when open-ended questions are encouraged

Parking Lot

·        Deferring irrelevant questions or those the trainer doesn’t have time to address immediately

·        Demonstrating that the trainer will follow up on unanswered questions

·        The instructor should always welcome questions from learners

draw a simple “parking lot” on flip chart paper

post it in the room where participants will have easy access, preferably near the door

·        Instruct them to write down any question they may have on the Post-It during the class. During a break, post their question in the parking lot and it will be answered during the class.

·        On the wall, hang flipchart labeled “Parking Lot.”

·        When questions that cannot be answered arise, write them on the flipchart.

·        If you do not know the answer, be `honest, get back to the participants later with the information.

·        This technique will encourage the learner to ask questions during class

Role Plays

·        Dramatizing a problem or situation

·        Identifying possible solutions

·        Engaging participants prior to a discussion

·        Teaching skills

·        Make the groups

·        Clear the objective of activity

·        Give scenario to all the groups

·        Assign time for preparation

·        Assign time for play

·        if the role play has degraded into something or silly or irrelevant to the discussion, the facilitator can the step in and call the role play off

·        feed back

·        Open discussion/Question answer

·        Participants assume a role and act out a situation with their group while other participants observe

·        Role-plays are effective for helping participants practice skills or experience situations, and then discussing them.

·        It is extremely important to debrief and reflect after a role play

·        There is no right or wrong way to perform a role-play, as long as mutual respect is maintained.

Videos

·        Providing visuals

·        Using with guided discussion

·        Show the relevant video

·        Ask question about their understanding

·        Discussion too can take place

·        feedback

·        Information can be conveyed in an interesting manner.

·        A useful technique is to pause the video and ask participants to discuss what they have seen, predict what might happen next, and relate the topic to real-life situations.

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