Page 127 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes
a puppy, you put newspaper in its box or put it in your backyard for the dog to play with.
When you build something and you don’t want anyone to see it, put newspaper around it.
Put newspaper on the floor if you have no mattress, use it to pick up something hot, use it
to stop bleeding, or to catch the drips from drying clothes. You can use a newspaper for
curtains, put it in your shoe to cover what is hurting your foot, make a kite out of it, shade
a light that is too bright. You can wrap fish in it, wipe windows, or wrap money in it you
put washed shoes in newspaper, wipe eyeglasses with it, put it under a dripping sink, put
on it, make a paper bowl out of it, use it for a hat if it is raining, tie it on your feet for
slippers. You can put it on the sand if you have no towel, use it for bases in baseball, make
paper airplanes with it, use it as dustpan when you sweep, ball it up for the cat to play
with, wrap your hands in it if it is cold.

8.2.2 The Lecture

This is traditionally the most formal method of instruction, and usually consists of verbal
explanation or description of the subject matter, with or without illustration. It has been in use
for centuries, and is the preferred learning style to this day in many higher institutions and state
organizations. It is also called chalk-and-talk method. As a strategy, it has many advantages for
the trainer and several purposes, including:

 It can be used to give an overall view of the subject matter as an introduction, the detail
being filled in later (often by a different method).

 The presentation of new techniques and procedures, of which the trainees can have no
previous knowledge.
 The stimulation of interest in a new direction, line of thought or development.

 Teaching complex information, which can be precisely worked out beforehand even to
the exact word.
 The most obvious application is where there are large numbers of trainees needing
information, where participation is not possible because of the sheer volume of people.
 The timing can be worked out exactly and entered in the lesson plan with sure knowledge
that the trainer will in fact cover the ground he intends to do.

Seminars are sometimes arranged after a lecture. In a seminar one member has prepared an
opening paper based upon the previous lecture, and a group discussion ensures. This gives an
opportunity for clarification, development of concepts and exchange of views and ideas on the
subject matter.
The trainer should stay in the background so that the trainees can learn to express themselves,
discuss and classify their own ideas on the topic. The maximum number of participants should
not exceed twenty in any one group, and a seminar can be followed by tutorials.

Tutorials are usually one-to-one or one-to-two-or-three at the maximum in trainer/trainee ratio.
Tutorials are the final link in the lecture, seminar chain when individual problems are ironed
out or the students prepare some work for the trainer to criticize constructively. It is an almost
essential feature of the lecture system, since it provides the evaluation phase in this rather
remote form of tuition, both for lecturer and student.
Although lectures are becoming less popular as a form of learning design, they still have great
relevance, particularly in large companies, on topics like new research, product development or
new legislation (especially in health, safety and environment areas) and are also much used in
the induction process where large numbers or trainees are taken on simultaneously.

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