Training

A Management ET
and NFE
 Non-formal education and training is understood as education and training leading to
qualifications which are not directly recognized as such by relevant national education
authorities (or equivalent authorities) or not leading to any qualifications at all (although
recognition and validation of learning outcomes could then be used and indirectly lead to
formal qualifications).

This concept is therefore distinguished from formal education and training, which:
(a) typically takes place in (or, in the case of formal apprenticeships, dually involve)
the system of schools, colleges and universities and other formal education
institutions;
(b) normally, although not necessarily, constitutes a continuous ladder of education
for children and young people;
(c) is directly relevant for the determination of the highest level of formal education
attained. It is also distinguished from random and informal learning which are not
intentional and/or not institutionalised.
 Non- Formal Education and
Training :
learning embedded in planned
activities that are not explicitly
designated as learning , but which
contain an important learning
element.
 Any organized and sustained
educational activity that does not
correspond exactly to the definition of
formal education. Non-formal
education may therefore take place both
within and outside educational
institutions, and cater to persons of all
ages.
Source: NCVER 2013, Australia
 “Training is the act of increasing the knowledge and
skills of an employee for doing a particular job.” —

NATURE AND
Edwin B. Flippo

Training is an organized activity for increasing the

OBJECTIVES
technical skills of the employees to enable them to
do particular jobs efficiently.

In other words, training provides the workers with

OF TRAINING facility to gain technical knowledge and to learn new

skills to do specific jobs. Training is equally
important for the existing as well as the new
employees. It enables the new employees to get
acquainted with their jobs and also increase the job-
related knowledge and skills.
 (1)To provide job related knowledge to the
workers.
(2)To impart skills among the workers
systematically so that they may learn quickly.
(3)To bring about change in the attitudes of
the workers towards fellow workers,
supervisor and the organization.
OBJECTIVES (4)To improve the productivity of the workers
and the organization.
(5)To reduce the number of accidents by
OF TRAINING providing safety training to the workers,
(6)To make the workers handle materials,
machines and equipment efficiently and thus to
check wastage of time and resources.
(7)To prepare workers for promotion to higher jobs
by imparting them advanced skills.
 THE NEED FOR TRAINING OF EMPLOYEES ARISES

DUE TO THE FOLLOWING FACTORS:

1) Higher Productivity
(2)Quality Improvement
(3)Reduction of Learning Time
(4)Industrial Safety
(5)Reduction of Turnover and Absenteeism:
(6)Technology Update
(7)Effective Management
CLASSIFICATION
OF
TRAINING
 Technical Training
Addresses software or other programs that

M E E T
employees use while working for the organization.

Quality Training

MY P E T
Is a type of training that familiarizes all
employees with the means to produce a good
quality product. The ISO sets the standard on
quality for most production and environmental
situation. ISO training can be done in house or
externally.

Skills Training
Focuses on the skills that the employee actually
needs to know to perform their job. A mentor can
help with this kind of training.
 Soft skills
Are those that do not relate directly to our job but

M E ET
are important. Soft Skills training may train
someone on how to better communicate and
negotiate or provide good customer service

MY P E T
Professional Training
Is normally given externally and might be
obtaining certification or specific information
needed about a profession to perform a job. For
example, tax accountants need to be up to date
on tax laws; this type of training is often
external.
 Team Training
Is a process that empowers teams to improve

M E ET
decision making, problem solving , and team
development skills. Team training can help
improve communication and result in more
productive businesses.

MY P E T
Management Training
This is given to make someone ready to take on
a management role.

Safety Training
Is important to make sure an organization is
meeting Osha standards. Safety training can also
include disaster planning.
 IMPORTANCE
OF
COMMUNICATION
Can be defined as the process of transmitting information and
common understanding from one person to another.

Is generally defined as the exchange of thoughts , ideas,

concept and view of between or among two or more people.
 IN LANGUAGE LEARNING THERE ARE
FOUR BASIC SKILLS THEY ARE:

LISTENING
SPEAKING

WRITING
READING
 IMPORTANCE OF COMMUNICATION

It helps you to increase productivity and results

Reducing stress and managing things well
Understanding the need of todays world
Enhancing relations w/ teacher and fellows
Save time , sharing ideas , learn new things
S T AR I NG
WHAT
IS
COMMUNICATION? According to John W. Newstrom communication
is the transfer of information from one person to
another. He believes that it is a way of reaching
other by transmitting idea, facts, thoughts, feelings
and values.
 SLEE PI G
THESE ARE THE 7 ELEMENTS OF COMMUNICATION WHICH INCLUDES:

SENDER /ENCODER CHANNEL FEEDBACK

CONTEXT
MEDIUM RECEIVER/ DECODER NOISE
 The sender also known as the
encoder decides on the message to be
sent, the best/ most effective way that
SENDER it can be sent. All of this is done
bearing the receiver in mind. It is his/
her job to conceptualize.
 The medium is the immediate form which a
message takes. For example, a message may

MEDIUM be communicated in the form of letter, in the

form of an email or face to face in the form of
a speech.
 The channel is that which is responsible for the

CHANNE
delivery of the chosen message form.

L
 The receiver or the decoder is
responsible for extracting/ decoding
meaning from the message. The receiver

RECEIVER is also responsible for providing

feedback to the sender. In a word, it is his/ her

/
job to interpret.

DECODER
 This is important as it determines whether or

FEEDBAC not the decoder grasped the intended meaning

and whether communication was successful.

K
 The context of any communication act in the

CONTEXT environment surrounding it. This includes,

among other things, place, times, events, and
attitudes of sender and receiver
 This is any factor that inhibits the conveyance of
message. That is, anything that gets in the way of the
message being accurately received, interpreted and
responded to. Noise maybe internal or external.

Example: A student worrying about an

NOISE incomplete assignment may not be attentive in

class (internal noise). or the sounds of heavy rain
on a galvanized roof may inhibit the reading of a
story book to second graders (external noise).
 NON-FORMAL
COMMUNICATION
 Non-formal communication is a way to
What Non-Formal express your feelings, wants and choices
without speaking, writing or signing.
Communication
 This can include: 
• Body language. 
• Changes in breathing patterns. 
• Eye pointing. 
What Non-Formal • Facial expression. 
• Gestures. 
Communication • Making sounds (or vocalizations). 
• Pointing. 
 Non-formal communication may be the only form of
communication used by some people with complex disabilities.
This can include children and adults with: 
 Severe and complex learning difficulties. 
 Very severe learning difficulties. 

Who uses Non-  Multi-sensory impairments/deaf/blindness.

 A diagnosis of autism spectrum disorder. 
 A learning disability.
Formal  Behaviour that challenges.
 Dementia.
Communication
  Take time to become familiar with the person you’re supporting and
how they like to communicate.  
 Respond to all attempts to communicate in a positive, encouraging way. 
 Use a consistent approach. 
 Use familiar routines. 
 Talk in short, simple phrases to make it easier for the

Top tips for non-

person to understand. 
 Use music to help make choices easier. 
 Keep a record of the different ways the person chooses to communicate

formal to check you understand their communication correctly. 

 Share your thoughts with other people who know them well and check
you all understand how they are trying to interact. 

communication  If you are all consistent, this will give real meaning to a person’s non-
formal communication. 
What is Purposive Communication?
Definition: Purposive communication is defined as a type of communication that takes place
with a purpose in mind. Communications generally take place for serving five purposes such as
informing, expressing feelings, imagining, influencing, and meeting social expectations. So, when
you utilize purposive communications, you plan and execute a communication process to fulfill
any of these purposes. It is the spreading of a message of communication or an idea to a specific
group of audiences in the best-suited formats and through the right channels. While there can
be different forms such as oral and written, but the messages that are being shared are properly
formatted and structured to serve the inherent purpose.
 The four basic types of speech according to purpose are: to inform,
to instruct, to entertain, and to persuade. These are not mutually
exclusive of one another. You may have several purpose in mind
when giving your presentation.
z
However, the principle purpose of a speech will generally fall into
one of four basic types.
 INFORMATION

This speech serves to provide interesting

and use to inform your audience
z
 DEMONSTRATIVE

This has many similarities with an informative speech. A demonstrative speech

also teaches you something. The main difference between lies in including a
demonstration of how to do the thing you’re
z
teaching
 PERSUASIVE

A persuasive speech works to convince people to change in some way: they

think, the way they do something , or to start doing something that they are not
currently doing. z
 ENTERTAINING

The after-dinner speech is a typical example of an entertaining speech. The

speaker provides pleasure and enjoyment that make the audience laugh or
identify with anecdotal information. z
THANKS FOR
LISTENING
https://unevoc.unesco.org/home/TVETipedia+Glossary/filt=all/id=185
https://www.sense.org.uk/information-and-advice/communication/non-
formal-communication/