Course Title The course title can be the  

name arising out of the competency analysis.

Nominal Duration The total approximate length   of course in hours

Qualification   Level Refers to competency standard

Course   Description This course description   explains the coverage and importance of this course to a specific sector. 

Entry   Requirements This specifically define the   expected trainees entry requirements

Course   Structure Present in tabular form the   unit of competency, module title, summary of learning outcomes, and nom

Resources A list presented in tabular   form summarizing the needed resources (tools, equipment and   materials/s

Course delivery A list summarizing the training   methodology that is based on the module content and the developed m
instruction.

Assessment Method A list summarizing the method   of assessment that is based on developed module of instruction

Trainers Qualification A list of trainers   qualification that is based on trainers qualification found on the competency   standard

content is a part of module of instruction that presents what the trainees needs to learn (knowledge

Lecture With the use of questions and discussions, active lecture is:
Types of Training Methods

Learners have different learning preferences and style on how they will receive learning. Following are
methods that a trainer may use.

 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.
o 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 (CBLM) and learns on his own pace. The CBLM should be carefully
crafted to help the trainee acquire the knowledge, skills and attitudes in a specific competency.

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 may be 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 may be 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.