1. very passive for trainees - you can create active portions of the lecture
2. one sided - low feedback to trainers and trainees
3. If you lecture,

• use visual reinforcement (and others),
• create a link to the trainees needs and job,
• plan feedback

4. lecture is best as support or introduction for other methods 

B. Media - builds trainer credibility, esp. videotape

1. has some of the disadvantages of lecture

2. media can overwhelm message

3. good for reinforcing lecture or other methods

4. video tape is good for self-critique, but you must let people get used to it

5. Types: Videotape, Visuals (overheads, slides, computer graphics and charts), flipchart! Audio, etc. 

C. Games, Simulations and Structure Experiences (see the COMM333 reserves in the Library for ideas)

1. good for making principles memorable and for behavior modeling and skill practice (role playing)
    
2. it's very active - good for learning
    
3. Instructions and materials for conducting these activities need to be --
    
   1. clear, specific, presented in a step-by-step form, and more detailed than you probably think is needed. 
   2. Plan instructions and materials in advance (Don't wing it.) 
   3. Test instructions on others before you actually use the activity in training
       
4. Always debrief these experiences

• discuss what was learned
• relate it to objectives and
• motivate trainee use of these lessons in the real workplace

D. Case Study - good for analysis and diagnosis  (See materials for Exam 2 study guide)

E. Summary Advice

1. keep training specific and behavioral

2. tell trainees the objectives

3. motivate trainees to use training on the job

4. make trainees active

5. provide feedback for correction and motivation

6. evaluate!