for an answer. This type of questioning is
generally used to generate interest in a large block
of subject matter, usually a lesson as a whole.
4. Focus the trainees' attention. By asking a
question about a particular part of a model,
mock-up, chart, demonstration piece, or chalk-
board drawing, you can direct the trainees
attention to that immediate area.
5. Review the subject matter. Devise
questions requiring trainees to solve problems that
will provide them with an opportunity to apply
knowledge. Again, ask questions that emphasize
the ability to reason and not the ability to recall
6. Drill on the subject matter. To help
trainees remember certain facts, figures, shapes,
formulas, and so forth, use preplanned oral
questions to reinforce a subject matter in the
trainees minds. This technique will eventually
lead to the trainees mastery of the subject on
which they are being drilled.
7. Check for comprehension. Ask questions
covering the main points of the lesson to detect
and correct errors in thinking and to locate areas
you need to reteach.
8. Increase trainee participation. Encourage
trainees to take an active part in the instruction
by allowing them to both answer and ask
9. Increase trainee learning. Encourage
trainees to ask questions to help them learn.
Trainees remember information longer if given
in answer to their own questions.
10. Develop communication skills. Allow
trainees to ask and answer questions to improve
their speaking skills. Active involvement in the
class discussion increases their listening skills,
Asking and answering questions helps trainees
organize their thoughts.
To get the best results from training aids, use
the following procedures:
1. Always preview the aid. Look at the film,
listen to the recording, examine the chart, and
check the visibility of the chalkboard drawing
before the instruction period. Never lose valuable
instruction time and waste the time of the trainees
by stopping to learn how an aid works or to adjust
it. During your preview, check for points that
need clarification or emphasis.
2. Select and prepare aids that emphasize or
illustrate points in the lesson. Rarely, if ever,
use aids only because they are pretty or nice
to look at. Test the usefulness of an aid by
asking yourself what important points it reveals
3. Plan how and when you will use aids during
the lesson. Mount or prepare the aid, but do not
expose it in advance. Exposed aids may distract
the groups attention from other steps in the
4. Plan how you will introduce the aid and
what you will say about it. Provide time for the
trainees to view, listen to, examine, handle, or
operate the aid. However, dont expect them to
listen to you at the same time they are reading or
studying the aid.
5. When possible, have a trainee take over as
the instructor by going through the explanations
and steps you have given. That will help clear
misconceptions and keep the trainees attention.
6. Be sure every trainee can see and hear the
aid and has the opportunity to handle it if
7. When using an aid, stand so that you do
not block the trainees view; use a pointer to locate
parts on the aid; and above all, talk to the trainees,
not to the aid.
UNIT TRAINING PROGRAM
We will now discuss short-range and long-
range training plans. We will also briefly discuss
training accomplishment records.
LONG-RANGE TRAINING PLAN
The long-range training plan consists of
your commands training goals and operating
schedules. It provides the framework for the