Reference no: EM133161851

You are to deliver a Training to your Classmates on the Chapter "Off the Job Training".

Develop a sample lesson plan covering the Topic "Lecture Method".

Explain how will you Introduce the concept of Lecture Method, give an example of a question you may ask the audience to start off with. Then explain in brief what is lecture method is and what is its importance? Make the training interesting.

Data for preparation of Lecture method Lesson plan:- ( Can use some of your own data as well this is from the textbook)

Lecture Method

Most people have experienced a lecture, given its widespread use in education and training. A lecture is a training method in which the trainer presents to trainees the training content to be learned. It involves a unidirectional flow of information from the trainer to the trainee. Although lectures have a reputation as a boring training method, the research evidence indicates that lectures are effective for training several types of skills and tasks.5

Lectures offer a number of advantages. Large amounts of information can be pro- vided to large groups of trainees in a relatively short period of time at a minimal expense, which makes the lecture method very efficient. Key points can be emphasized and repeated. Trainers can be assured that trainees are all hearing the same message, which is useful when the message is extremely important, such as instructions or changes in procedures. A lecture is also useful as a method to explain to trainees what is to follow in the rest of a training session. For example, a lecture could be used to highlight the key learning points of a video or role play. Many employees are comfortable with the lecture method because they are familiar with it and it requires little participation.

However, as some of us have experienced, lectures also have some drawbacks as a training method. While useful for the acquisition of declarative knowledge and immediate recall, they are not as effective for the development of skills or for changing attitudes. The lecture does not accommodate differences in trainee ability, and all trainees are forced to absorb information at the same rate. Trainees are also forced to be passive learners with little opportunity to connect the content to their own work environment, or to receive feedback on their understanding of the material.

To overcome the disadvantages of lectures, trainers often include time for discussion, questions and answers, and other opportunities for trainee involvement. Trainers can also supplement a lecture with instructional media (e.g., video) as well as other instructional methods (e.g., case study).

A recent instructional strategy for making lectures more interesting and engaging is a flipped classroom (also known as an inverted classroom), in which participants view a video lecture outside of the classroom and then spend class time working on engaging and collaborative activities that are facilitated by the instructor. Thus, the training content is delivered outside of the classroom, and activities that usually take place outside of the classroom (e.g., projects, assignments) are worked on in the classroom. The flipped classroom might be especially effective for teaching procedural knowledge.6

tIps for traIners

Trainers can use the lecture method effectively by following a number of guidelines. For example, "Where do I begin?" is a question asked by most first-time trainers. The answer is "First you have to know what you want to do (the objective) and how much information you need to impart." The trainer should begin a lecture with an introduction to the topic and inform trainees about what they will learn and/or be able to do or accomplish by the end of the lecture.

The trainer must then present the content or body of the lecture. Either through previously gained knowledge or the ability to research a topic, the trainer will gather and arrange information in a logical manner. Logic could dictate a progression from the general to the specific or from the specific to the general, depending on the subject matter. This information can be transcribed onto cards or sheets of paper. An effective technique is to rule of a wide (5 cm to 8 cm) margin down the right-hand side of each page. Detailed information can then be placed in the body of the page, while headings are written in the margins.

It has been suggested that no more than six major points be presented during each half-hour of a lecture.7 It takes practice to get the timing of a lecture right. Only through experience can one judge the amount of material needed for any given amount of time. It is helpful to break the lecture into 10- to 15-minute segments with a short stretch of time in between, and to summarize the material at both the beginning and the end, stopping occasionally to allow trainees to catch up and to write their own summaries.

A trainer who drones on for an entire hour is rarely effective. The delivery should be punctuated with a variety of supplementary material or exercises. Stories, case incidents, graphics, humor, trainee presentations, videos, and question-and-answer sessions are some of the techniques a trainer can use to maintain interest and, perhaps even more important, impart in the trainee the love of-or at least respect for-the subject matter. The trainer should conclude the lecture with a summary of the key learning points followed by some time for questions and answers.