Information Sheet 1.

2-2
Training Delivery Modes and Methods

Learning Objectives:
After reading INFORMATION SHEET, YOU MUST be able to:
1. enumerate the training delivery modes recommended for use in CBT;
2. differentiate the training methods.

In the design of training program, there are 5 steps: analysis, design,

development, implementation and evaluation. Analysis and design were
discussed in the previous information sheet. In designing your training program
it is very important that you choose effective training delivery modes and
methods. In this information sheet we shall discuss training modes and
methods. You should be able to choose training modes and methods
appropriate for the knowledge content and skills to be trained in your
competencies.
In Philippine TVET, we are required to follow the competency-based
training approach. To be able to employ this approach the training regulations
recommends training modalities.

The competency-based TVET system recognizes various types of delivery

modes both on and off-the-job as the learning is driven by the competency
standards specified by the industry. The following training modalities may be
adopted when designing training programs:

1. The dualized mode training delivery is preferred and

recommended. Thus, programs would comprise both, in-school and
in-industry trainings or fieldwork components. You may refer to the
Dual Training System (DTS) Implementing Rules and Regulations for
the details.
2. Modular/self-paced learning is a competency-based training
modality where the trainee is allowed to progress at his own pace.
The trainer just facilitates the training delivery.
3. Peer teaching/mentoring is a training modality where fast learners
are given the opportunity to assist the slow learners.
4. Supervised-industry-training or on-the-job training is a training
approach designed to enhance the knowledge and skills of the trainee
through actual experience in the workplace. It, also, enables the
trainee to acquire specific competencies prescribed in the training
 regulation.
5. Distance Learning is a formal education process in whichmajority
of the instruction occurs when the students and instructor are not
in the same place. Distance learning may employ correspondence
study, audio, video or computer technologies.

Training delivery methods consist of the techniques and materials used

by trainers to structure or design learning experiences. Different training
delivery methods may be better or worse at achieving various learning
objectives.
During the design phase the different training delivery methods are
examined to determine their appropriateness for the learning objectives. Once
appropriate methods are identified, they are applied to the training plan in
the development phase.
There are three categories of learning objectives: knowledge, skills, and
attitudes (KSAs).
Knowledge objectives are of three types: declarative, procedural, and
strategic.
Declarative knowledge is the person's store of factual information.

Procedural knowledge is the person's understanding about how and

when to apply the facts.
Strategic knowledge is used for planning, monitoring, and
revising goal-directed activities.

A skill reflects one's proficiency at specific tasks such as operating a

piece of equipment, giving a presentation, or making a business decision.
The various training delivery methods can be divided into cognitive
and behavioral approaches:
Cognitive methods provide information, maybe in oral or written form,
demonstrate relationships among concepts, or provide the rules for how to do
something. They stimulate learning through their impact on cognitive processes
and are associated most closely with changes in knowledge and attitudes.
The lecture, discussion, e-learning and, to some extent, case studies are
cognitive methods. Though these types of methods can influence skill
development, it is not their strength.
Conversely, behavioral methods allow the trainee to practice behavior
in a real or simulated fashion. They stimulate learning through experience and
are best at skill development and attitude change.
Equipment simulators, business games, role plays, the in-basket
technique, behavior modelling and, to some extent, case studies are
behavioral methods.
 Both behavioral and cognitive methods can be used to changeattitudes,
though they do so through different means.
Learners have different learning preferences and style on how they will
receive learning. Following are methods that a trainer may use.

Training Methods:
- Lecture - Modular self-paced
- Role Playing - Debate
- Group Discussion - Demonstration
- Forum - SLE
- Buzz Group - Practice
- Brainstorming - Public Speaking
- Case Study - Study Circle
- Field Trip

Active Lecture (With questions and discussions):

o Used to present information and ensures that it is understood

and remembered.
o Questions allow for involvement of participants and clarification
of points made.
o It is flexible and informal, avoids boredom and takes advantage
of experience and different backgrounds.
o It needs a confident and effective trainer to respond to questions
and keep discussion in course.
GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.
Modular self-paced method requires a trainee to read and follow
instructions on a Competency Based Learning Material and learns on his own
pace. The CBLM should be carefully crafted materials that can help the trainee
learn both knowledge and skill.
This method requires the trainer to have a complete CBLM and other
learning materials.
Debate
o Used to examine alternative views on a contentious subject, to
give practice in preparation and presentation of such views.
o It is done through alternating one-way communication by a
series of speakers on a set topic.
o There is no guarantee, however, of materials being adequately
covered.
 o GROUP SIZE CAN BE ANY SIZE.

Group Discussion
o Uses active involvement of participants in the learning process.
o Improves self confidence and takes advantage of existing
knowledge and experience of group.
o Stimulates group to think, question, and express themselves and
to clarify their problems and ideas.
o Done through interactive situation, usually with appointed
leader, there is a set topic, main points and conclusions are
usually reported back to large group.
o GROUP SIZE IS FROM 6-10 PARTICIPANTS

Forum
o Used to present a range of expert’s opinion on a topic, and
interaction between conflicting views.
o This provides information and stimulates interest in a topic.
o Here, experts seat in front of a group and present their views
consecutively.
o It uses one-way communication; although; occasionally
questions maybe addressed to the panel.
o It is difficult to ensure balance of views and needs a competent
chairperson.
Buzz Group
o Usually used in conjunction with structure to sound out
interest, views, opinions in any audiences.
o Involves everyone. Breaks up lecture, increases participant
activity and alertness
o This maybe used to provide feedback
o After a segment of information presentation, the lecturer asks
participants to talk among themselves for a short time (no more
than 5 minutes) in response to a question or topic he/she
presents
o SIZE IS USUALLY 3 OR 4 PARTICIPANTS

Brainstorming
o Used to develop creative thinking. Maybe used as part of a
planning exercise or to get ideas in order to solve a problem.
o All participants contribute their ideas on a subject or problem.
 o All ideas are recorded. Participants are urged to be as open as
possible.
o Contributions are not discussed or evaluated until recording
stage is complete.
o As to its limitation, many ideas may not be subsequently used,
it is necessary to be critical on some suggestions, needs time for full
process to occur.

Case Study
o Provides discussion and aids understanding of real issues, aids
listening and discussions skills. Helps in problem analysis.
o Provides participants with learning which maybe directly applied
to a similar situation in their work.
o Detailed information about a situation or event which illustrates
a particular problem is necessary. The group addresses the
problem in any way which they feel, constructive.
o This however needs careful preparation. A case may not be
relevant to everyone. Participants and contributions vary. It is
time-consuming and careful guidance and intervention maybe
required.
o GROUP SIZE SHOULD BE 3-6 MEMBERS.

Role Playing
o It is the best-known way to help participants both experience
certain feelings and practice certain skills.
o You can set up a dramatic situation in which participants are
required to confront someone else and then discuss the feelings
generated by the role-playing experience.
o In addition, you can design a role-playing exercise to enable
participants to practice constructive methods of confrontation.
Field Trip
o Field work, site work, outside visit
o Allows participants to observe the operation of an activity or
process on site and record their observation for later analysis.
Demonstration
o Used to explain and demonstrate a process or skills, so that each
group member can understand and reproduce the action.
o Immediate practice is a necessary part of this technique;
otherwise, the process or skill maybe forgotten.
Structured Learning Exercise
o Exercises are used to simulate real-life situations or incidents in
 order to highlight interaction and group process or to focus on
problem solving.
o The purpose, structure and operation of exercise are outlined by
the trainer.
o Roles of various participants are described and allocated to
various people.
o Observers may be appointed, recording of the activity is vital
and the trainer usually does not intervene during operation.
o Review and evaluation form a critical part of the learning
process.

Practice
o Used to provide learners with an opportunity to demonstrate
their mastery of new skills or knowledge in a real life situation.
Public Speaking
o Every time a participant is called to present or offer to say
something in front of the other participants, it is actually public
speaking.
o This does not make it an easy skill to perform. Besides, different
people have different ways to communicate. The bottom line is
that, if a person feels confident when addressing a crowd, he or
she usually communicates more effectively.
o This confidence can be enhanced through practice.
Study Circle
o When a group of workers decide that they want to study or learn
from each other’s experience, they form a study circle.
o The group can meet in private homes in the workplace or in any
private function room (secluded area). The circle assigns a study
circle leader who is responsible for minutes and organizing of
the meetings.
Guiding principles in method selection
o A method suitable in one situation may not be appropriate in another.
o The value of a method and the quality of tools used depends onhow
it is applied.
o Methods must complement one another.
James Bennett-Levy et.al. in their research entitled
“Acquiring and Refining CBT Skills and Competencies: Which
Training Methods are Perceived to be Most Effective?” found that
different training methods were perceived to be differentially
effective. For instance, reading, lectures/talks and modeling were
perceived to be most useful for the acquisition of declarative
knowledge, while enactive learning strategies (role- play, self-
experiential work), together with modeling and reflective practice,
were perceived to be most effective in enhancing procedural skills. Self-
experiential work and reflective practice were seen as particularly
helpful in improving reflective capability and interpersonal skills.
 Selecting training methods (instructional techniques)

• There is no best way to help people learn.

• Take these 8 factors into consideration when choosing
training methodology/instructional techniques
(Robinson 1979; Apps 1991;
Rothwell and Kanzanas 1992;Tracey 1992):
1. Learning outcomes/objectives
• Acquiring new knowledge?
• Enhancing thinking skills?
• Developing psychomotor skills?
• Or changing attitudes, values and/or feelings?
2. Trainers (instructors)
• Are they capable of using the method?
• Are they comfortable doing so?
3. Content
• Is the content abstract or concrete?
• How complex and comprehensive is the material?
4. Participants
• How many participants are there?
• What are their characteristics?
• Are they capable of learning through those techniques?
5. Training techniques
• What can realistically be done with the techniques?
• How difficult are the techniques to use?
6. Time
• What time or period is available?
7. Cost
• Are the costs associated with the techniques realistic?
8. Space, equipment, and materials
• Are these all readily available?
RETENTION

Results Indicated Senses Used Instructional Possible Loss

By Tests on Methods
Retention
An average person retains approximately:
10% of what he reads Sight Reading 90%
20% of what he hears Hearing Classroom with 80%
Labs/exercises
30% of what he sees Sight Demonstration 70%
and hears
75% of what he does Touch Practice by 25%
doing
90% of what he says Touch and Teaching 10%
and does hearing others