training techniques kda-gajaba gunawardena
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Training, Army, Cyber, GajabaTRANSCRIPT
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