Traiing Methods & Tools

Choosing methods and techniques for training When choosing methods to use in your training activity, it is useful the following guidelines:1. Form follows function Depending on what you want your learners to achieve, you choose your methods.¨ To transfer knowledge, use:
group discussions
questions and answers
group or individual exercises
lectures (with handouts)
forums
panel discussion
Films, videos, etc.
For these types of training activity, you always have to present clearly and give plenty of opportunity for questioning and clarification.¨ To practice problem solving, use:
Case –studies
brainstorming
discussion groups
Exercises, etc.
¨ To develop skills, use
demonstrations for manual skills
role playing for interpersonal skills
peer teaching
simulations
on-the-job training
For these types of activity, learners have to get opportunity to do, practise and receive feedback on their performance. It is helpful to make video/audio tape recording for self feedback and/or use observers (either you as trainer or other learners).¨ To change attitudes, use:
debates
displays
role playing (for clarifying how others feel)
group discussion (for group attitudes)
individual exercises
demonstrations
campaigns
Interviewing in pairs, etc.
Changing attitudes is different from the other aims, because its roots are very individuals and personal. The aim of changing attitudes is focused towards developing commitment to follow through on a particular task/assignment. Involving a person in the development of a plan or solution to a problem is highly effective for long-term follow through. 2. Doing, active learning Does the activity maximise participation? Does the activity involve the trainee in finding a solution rather than telling him/her an answer? 3. Feedback and assessment (reflection)Does the activity provide a new source of information on the performance or behaviour or attitude of a trainee?Does it provide the opportunity for self-evaluation or self-knowledge? 4. Impact and involvementDoes the activity allow for using the behaviour and skills of the training session to be applied to the behaviour and skills back where the trainee works or to the particular job or skill you are training him/her to do?Does the training activity balance the need or tension to learn, but not become so threatening that the individual backs away?Does the activity reflect the real concerns and needs of the trainers? 5. Multiple learningDoes this activity meet more than one objective at a time?Does this activity reinforce previous learning? 6. Trainer comfort Is this activity something I know how to do or feel flexible enough to try? 7. Sequencing flow Does the risk level for the trainees or the level of complexity in this activity fit with the development of the group, i.e. is it too early, too simple, too involved, etc. for the amount of knowledge or information they have?Have I used this type of activity repeatedly, do I need another type of activity to offer some variety, or respond to other learning styles?