Lecture is the most commonly used versatile and persuasive method of training. It is a verbal presentation of the subject by a qualified person to a group of participants. Due to the dominance of one-way communication, this method is generally not very effective in training of adult learners; still it is neither possible nor desirable to do away with the lecture. In combination with other methods and media, the lecture method can result in effective training.
An interactive lecture is different from the formal lecture. It is short, usually not longer than 20-25 minutes and involves the participants in discussion as much as possible. When participants are involved in learning process, they are more likely to assume responsibilities for their own learning.
While presenting lecture, it is important to remember that although this method is simple to use but it demands thorough preparation and practice on the part of trainer. The trainer needs plenty of interesting examples to illustrate theory, use a persuasive language to enhance a well organized pattern of ideas and a pleasant, modulated and stimulating voice. The following points may be kept in mind for making the lecture effective and interactive:
Two way communication: Keep the lecture interactive by promoting two way communication. Use of questions, asking for any doubts and their clarification and in between checking the understanding of participants in ways of increasing two way communication. Encourage the participants to take active part in lecture and not be passive listeners only.
Use visuals: Use simple and appropriate visuals to promote interest and attention of participants. Adults learn more and effectively when they hear and see at the same time.
Eye contact Establish and maintain eye contact to stimulate interest, check understanding and judge learner's reaction through facial expressions.
Use of examples: Select examples from day-to-day situation to relate to experiences of participants.
Use of participant’sexperiences: Use the vast life experiences which can serve as a good source of learning. Therefore, explore the practical experiences of participants and relate them for supporting training content. This keeps the participants active and attentive.
Use of slow pace: Speak in slow pace, in well modulated voice to give participants a chance to grasp the message and think critically. Repeat key points.
Adopt joint ownership: As a trainer, assume an enthusiastic role of jointly discussing problems with trainees to arrive at answers/solutions. This gives an opportunity of joint learning. Do not allow unfocussed or unproductive discussion for very long.
Summarization: End the lecture by summarizing main points and distributing handouts to reinforce learning.
Participants