TRAINING METHODS

Presented by,

MANJU A. THOMAS

CONTENTS Role-plays Reverse Role Plays Rotational Role Plays Finding Metaphors Simulations Business Games Learning Objectives Domains Of Learning

ROLE PLAY  The changing of one's behaviour to

assume a role Unconsciously to fill a social role Consciously to act out an adopted role.

How should react or think in a particular situation

Possible suggestive solutions Learns and forecasts Self learning about expected job

outcome To create a fit in the job Understanding others perception about

the task or issue.

ROLE PLAY HELPS IN

Role Play

Interpersonal Skills

Communication Skills

Conflict Resolution

Developing Insights

Group Decision Making

REVERSE ROLE PLAYS

When two participants have reached what appears to be an intractable situation in their discussions.

They are asked by the trainers to exchange roles.

Understanding and respecting the other person's point of view.

ROTATIONAL ROLE PLAYS It starts as a single role play.

After the interaction of participants, the trainer will stop the role play and discuss what happened so far.

Then the participants are asked to exchange characters.

This method allows a variety of ways to approach the roles.

FINDING METAPHORS

Its just the story telling

Shortest distance from an head to heart

STORY

“Story telling is the most powerful way of incorporating ideas into today's world” Robert Mcaffe

Change in behaviour ,attitudes ,habits

Simplifies complex facts

Metaphor will express a thousand different meanings all at once

How two unrelated things are similar. "Her willpower was rock”.

SIMULATIONS virtual medium through which various

types of skills can be acquired.

Most commonly used in corporate situations

To improve business awareness and management skills.

A tool for identification of management training and development needs.

An attentive trainer can nevertheless derive valuable information on many aspects of management skills, knowledge, attitudes and shortcomings in a situation that is close to actual practice.

TYPES OF SIMULATIONS Functional Simulations

Making decisions in a particular area of the business

Total Enterprise SimulationsGive a general overview of a company and

give experience of making executive management decisions.

BENEFITS OF SIMULATION They get trainees involved in learning, and

they are emotionally engaging. Increases employee's willingness to

practice, encourages retention, and improves their skills.

Provide a consistent message of what needs to be learned, simulators can incorporate more situations or problems that a trainee might encounter.

Simulations have been found to result in such positive outcomes as shorter training times and increased return on investment.

BUSINESS GAMES Type of simulators that try to present

the way an industry, company, organization, consultancy, or subunit of a company functions.

 Trainees are given some information that describes a particular situation and are then asked to make decisions that will best suit in the favor of the company.

System provides the feedback about the impact of their decisions. 

Again, on the basis of the feedback they are asked to make the decisions again.

This process continues until some meaningful results do not come out or some predefined state of the organization exists or a specified number of trail are completed. 

BENEFITS

Business Games

Leadership Skills

Total Quality

Principles

Management Skills

Quality Tools

Principles And

Concepts

Solves Complex Problem

LEARNING OBJECTIVES

Describe what a learner will be able to do as a result of learning.

Learning outcomes.

Three domains of learning: knowledge, skills and attitudes.

Cognitive, psychomotor and affective domains of learning.

A statement of a learning objective contains a verb (an action) and an object (usually a noun).

ADVANTAGE Learning objectives define learning

outcomes and focus teaching.

They help to clarify, organize and prioritize learning.

They help students evaluate their own progress and encourage them to take responsibility for their learning.

COGNITIVE DOMAIN

This domain focuses on intellectual skills.

Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) is frequently used to describe the increasing complexity of cognitive skills as trainees move from beginner to more advanced in their knowledge of content.

The cognitive domain is the core learning domain.

Courses that are hybrid (presented in both an online and face-to-face format), often present the cognitive portion of the course via the web and use classroom time for the more affective, psychomotor, and interpersonal learning outcomes.

Higher cognitive skills provide opportunities for trainees to develop interpersonal domain learning.

SUPPLEMENTAL MATERIAL Graphics to show relationships between ideas Organized class notes Tables that provide summary information PowerPoint slides Additional examples Self-check quizzes A discussion board Case studies Drill and practice of content that must be memorized Flash animations or simulations of challenging and key

concepts Practice questions with answers and “expert”

explanations Links to similar information presented in a different way

THE AFFECTIVE DOMAIN

The affective domain is critical for learning but is often not specifically addressed.

This is the domain that deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life.

PSYCHOMOTOR DOMAIN The psychomotor domain focuses on

performing sequences of motor activities to a specified level of accuracy, smoothness, rapidity, or force.

Underlying the motor activity is cognitive understanding.

STAGES

Action (elementary movement) Coordination (synchronized movement) Formation (bodily movement) Production (combine verbal and

nonverbal movement

INTERPERSONAL DOMAIN The Interpersonal domain focuses on

people interacting with others.

Interpersonal skills are learned by seeing models, practicing the skills, and getting feedback in the form of coaching. While short videos, good explanations, and checklists can facilitate the conceptual learning of the skills, the actual acquisition of the interpersonal skill is best done with face-to-face contact and lots of instructor feedback.

LEVELS The levels in this domain should not be

considered hierarchical as in the cognitive domain, but more as a list of skills. These include the following: Seeking/giving information (asking for and offering

information) Proposing (putting forward an idea) Building and supporting (helping another person’s

idea move forward) Shutting out/bringing in (excluding or involving

another) Disagreeing (appropriately offering a difference of

opinion) Summarizing (Restating in a compact form a

discussion or collection of ideas)