The next task for the planning group is to consider what learning methods might be most appropriate for the workshop that they are planning. One way in which the planning group can facilitate this process is to consider the training methods that they themselves are familiar with along a continuum line where the methods can be placed according to the degree to which the participants are actively involved in the process of learning.
This continuum would have “Experiential Approach” at one end and “Lecture
Approach” at the other end.
“Lecture Approach” ————————————– “Experiential Approach”
The lecture approach is characterised by being trainer-centred, one-way, passive, and risks creating participant dependency. The experiential approach can be viewed as participatory, two-way, empowering, learner-centred, and active.
One of the important points about the training continuum is that there is no simple relationship between participatory methods being good and lecture approaches being bad. Methods should be selected on the basis of which are most suitable for the circumstances combined with the facilitator’s own confidence, ability, and opportunity to use a variety of methods. Most facilitators feel more comfortable with some training methods than with others: this may be because of their own learning preferences or because they are conservative in the methods they use.