TRAINING AIDS - HOW TO MAKE AND USE THEM

WHY USE TRAINING AIDS?

All learning is through the senses. The more senses are brought into use, the more effective is the
learning; 97 percent of learning is achieved through simultaneous appeal to the eye and ear. It is
because of this that we should make use of audiovisual aids in training.
ffective use of audiovisual aids can be included in any sort of presentation. !harts, slides, videos,
overhead transparencies and films can be used to add interest as well as supplement verbal
e"planations.
#roper use of instructional aids saves time, adds interest, helps trainees learn and makes your $ob
easier. %ut remember that aids to training are aids only. They are not substitutes for training.
Trainers should use training aids to supplement their training rather than to replace all or part of it.
CLASSIFICATION OF INSTRUCTIONAL AIDS
Projective
&otion pictures
'ideos
!olour slides
(verhead pro$ector transparencies
No-!rojective
!halkboard
)hiteboard
!harts and diagrams
&odels
"hibits
*andouts
Tape recorder
SELECTION OF AIDS
In selecting aids, take into account the following+
#racticability
Attractiveness and interest
,uitability
!omple"ity
!larity
#ortability
,erviceability
Availability
-ocation
#reparation and presentation
Time factor
CHARTS AND DIAGRAMS
These fall in two main categories+
"o#$ %$ &i'!#e
These are for use during a training session. They should+
%e large enough to be seen by all
.ot necessarily be self/e"planatory
%e functionally coloured
Include only the essentials
Det%i#e$
These are for close study at leisure. They should+
%e more or less self/e"planatory
%e of medium or small si0e
%e suitable for semi/permanent display
%e artistically produced
HANDOUTS
*andouts should+
%e brief and sharp1containing only essential details
%e accurate and complete
%e designed clearly and attractively, with good use of white space
Include diagrams if appropriate
Always have a title
%e planned
%e of a standard si0e
%e presented in a logical se2uence
%e pitched at a level appropriate to the audience
O(ERHEAD TRANSPARENCIES
The overhead pro$ector is one of the most useful training aids. It can replace the need for
chalkboards, whiteboards and charts. The overhead pro$ector can be used for presentation to a group
of any si0e.
All material for use on an overhead pro$ector needs to be reproduced on to transparencies using
either special pens or printers with either non/permanent or permanent ink 3the latter if the trainer
wants to keep and reuse the transparencies4. It is also possible to make either black and white or
colour transparencies using a specially designed photocopier. !omputer/generated transparencies
can be e"cellent.
The overhead pro$ector is probably the most fle"ible of the aids available to the trainer. 5sed
correctly, it will enhance trainee learning by making presentations more interesting and e"planations
clearer.
COLOUR SLIDES
M%i )e%t*re&
,lides are relatively ine"pensive to procure
They are easily used
They facilitate study of a topic one step at a time
All trainees get the same clear view
ach frame can be studied and discussed at leisure during the screening
They can be used in con$unction with a tape/recorder 3tape1slide se2uence4
Ho+ to *&e &#i$e& e))ective#,
6o not treat as entertainment
,elect slides that are relevant
#lan your presentation
Include an introduction and conclusion
6o not prolong the presentation
nsure the e2uipment is sound and well set up before the presentation
(IDEOS
&ake sure videos are directly related to the sub$ect; do not use them merely for entertainment.
&ake sure all trainees can see the monitor
The video should be introduced; trainees should be told what it is about and what they should
look for.
7eview the video in a discussion after screening
RECOMMENDATIONS FOR AN EFFECTI(E PRESENTATION
Always+
Allow ample time for preparation+ sufficient time to plan and construct and sufficient time to
rehearse
&ake a file copy of your visuals
!heck on your worst seats, those on the e"treme right and left
&ount screen high enough for all to see
7emove competing attractions; competition will reduce impact of your visuals
!heck all arrangements before you go on, even if it means going without your breakfast, lunch
or dinner; make sure you have done everything possible for a smooth presentation
&aintain constant contact with your audience; know your visuals well enough that you do not
have to break your commentary to check points
Time your visuals to coincide with your comments; mistiming is distracting
&ake your presentation straightforward; be sincere and win the confidence of your audience
8eep your visuals moving; parallel the flow of your words with the flow of visuals
5se only the re2uired number of words; avoid e"cessive wordage
5se only well/trained assistants who know the visuals as well as you do
8eep your visuals; they may be needed again
SOURCING
Training in organi0ations is offered in many different areas are conducted primarily in/house,
whereas other types of training make greater use of e"ternal training resources.
Iter%# Tr%ii- Training in on/the/$ob locations tends to be viewed as being very applicable to
the $ob, it saves the cost of sending employees away for training, and it often avoids the cost of
outside trainers. *owever, trainees who are learning while working can incur costs in the form of
lost customers and broken e2uipment, and they may get frustrated if matters do not go well.
(ften, technical training is conducted inside organi0ations. Technical training is usually skills based,
for e"ample, training to run precision computer/controlled machinery. 6ue to rapid changes in
technology, the building and updating of technical skills have become crucial training needs.
(ne internal source of training that has grown is i)or'%# tr%ii-. which occurs internally
through interactions and feedback among employees. (ne study found that 79: of what employees
know about their $obs they learned informally from other employees, not from formal training
programs.
Sever%# )%ctor& %cco*t )or t/e %'o*t o) i)or'%# #e%ri-0
;irst, as employees work in teams and on pro$ects with others, they ask 2uestions, receive
e"planation, and share information with coworkers.
,econd, rather than relying on the employer to train them and keep their capabilities current,
employees re2uest assistance from other employees more knowledgeable or skilled.
Third, informal learning occurs among employees striving to meet organi0ational goals and
deadlines. *owever, problems with informal training include the fact that some training done by
fellow employees may not be accurate and may miss certain important details.
E1ter%# Tr%ii- "ternal training occurs for several reasons+ It may be less e"pensive for an
employer to have an outside trainer conduct training in areas where internal training resources are
limited. There may not be sufficient time to develop internal training materials. The *7 staff may
not have the level of e"pertise needed for the sub$ect matter where training is needed. There are
advantages to having employees interact with managers and peers in other companies in training
programs held e"ternally.
(ne growing trend is the outsourcing of training. 'endors are being used to train employees. ;or
e"ample, many software providers have users< conferences where employees from a number of
employers receive detailed training on using the software and new features being added. Also,
vendors can do training inside the organi0ation if sufficient numbers of employees are to be trained.
,everal computer software vendors offer employees technical certifications on their software. ;or
e"ample, being a &aster !ertified .ovell ngineer or &icrosoft !ertified #roduct ,pecialist gives
employees credentials that show their level of technical e"pertise. The certifications also provide
employees items to put on their resumes should they decide to change $obs. These certifications also
benefit employers, who can use the certifications as $ob specifications for hiring and promotion
purposes. If an employer pays for employees to become certified, employees may view the
employer more positively and be less prone to leave.
"*$-eti-
*7 budgets are prepared like any other functional department budget in the stages set out
below.
Stages in the preparation of HR budgets
=. 6efine functional ob$ectives and plans.
>. ;orecast the activity levels re2uired to achieve ob$ectives and plans in the light of
company budget guidelines and assumptions on future business activity levels and any
targets for reducing overheads or for maintaining them at the same level.
?. Assess the resources 3people and finance4 re2uired to enable the activity levels to be
achieved.
@. !ost each activity area A the sum of these costs will be the total budget.
%udgets need to be $ustified and protected. Bustification means ensuring in advance that ob$ectives
and plans are generally agreed A there should be no surprises in a budget submitted to top
management. A cast/iron business case should then be prepared to support the forecast levels of
activity in each area and, on a cost1benefit basis, to $ustify any special e"penditure. Ideally, the
benefit should be defined in terms of a return on investment e"pressed in financial terms. The best
way to protect a budget it to provide in advance a rationale for each area of e"penditure that proves
that it is necessary and will $ustify the costs involved. The worst thing that can happen is to be
forced onto the defensive. If service delivery standards 3service level agreements4 are agreed and
achieved, these will provide a further basis for protecting the budget.