Traditional Training Methods of Presentation

The lecture method (lecture) refers to the trainer's verbal communication of what he or she wants the trainee to learn. This communication of learning is primarily one-way - from the trainer to the audience. The lecture method has always been a popular training method, regardless of new technology.

The lecture method is one of the least expensive and most time-efficient training methods for effectively conveying a large amount of information in an organized format. The lecture format is also useful because it can be delivered to a large number of trainees. In addition to being the primary method of communication capable of conveying large amounts of information, the lecture method can be used as an adjunct to other training methods such as behavioral demonstrations and technical training. Audiovisual instruction (audiovisual instruction) uses media such as projected film, slides, and video. Video is one of the most commonly used methods. It can be used to improve trainees' communication skills, conversation skills, and customer service skills, as well as to illustrate in detail the essentials of a procedure (e.g., welding). However, the videotaping method is rarely used on its own; it is usually used in conjunction with lectures to show employees real-life experiences and examples.

Video is also one of the main tools used in the behavioral modeling and interactive video instruction methods. There are many advantages to using video in training: first, trainers can replay, slow-play, or fast-play course content, which gives them the flexibility to tailor the training to the trainee's level of expertise; second, it allows trainees to be exposed to equipment, problems, and events that are not easy to explain, such as equipment malfunctions, customer complaints, or other emergencies; and, third, the trainees can receive the same instruction, so that the program content will not be influenced by the trainer's interests and goals. Third, the trainees receive the same instruction so that the program content is not influenced by the trainer's interests and goals; and fourth, live videotaping allows the trainees to witness their own performance without much explanation from the trainer. In this way, trainees cannot blame poor performance on external evaluators.