Preparing Training Sessions

2
Same stuff Different Day

Scheme of a Course Cycle

TRAINING ORGANIZATION ORGANIZATIONAL UNITS Training Needs ANALYSIS

EVALUATION

PROGRAM of COURSES
EVALUATION COURSE CURRICULUM

DELIVERY Trained Employee Trainee

Conceptualize

Plan

Execute
4

Self-Check
Identify a skill which you think you are really good at. (Skill A) Identify a skill which you think you are not very good at. (Skill B) How do you know that you are good at performing skill A? How do you know that you are not good at performing skill B?
5

Awareness & Competence

Self-Awareness Low High
1

Low Competence 4 High

Unconscious Incompetence Unconscious Competence

Conscious Incompetence Conscious Competence

Aiming for Conscious Competence

Know entry level of trainees Assess trainees awareness of that level
Needs analysis Performance appraisal

Increase awareness of level of competence

Move from 1 to 2

Increase skills
Move from 2 to 3

Assess costs and benefits of moving from 3 to 4

7

Syllabus and Sessions Plan

Overall learning objective Topics Prerequisites Sessions and session objectives Training Materials & References Training techniques Training aids
8

Training Methods

We Learn 1% through taste 1.5% through touch 3.5% through smell 11% through hearing 83% through sight

We Remember 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 80% of what we say 90% of what we say as we act
10

Case Study
Small Group Activity/ Discussion

Demonstration

Role Play

Lecture

11

Types of Training Techniques

Traditional lecture Class discussion Group discussion Practical exercise Project work Self learning

Adult education Vocational training Case-based learning E-learning

12

Using Training Techniques

Apply always a combination of techniques Active participation of students should be encouraged as much as possible: participative training Understanding basics and relations of the course subjects are more important than learning facts Select a combination of techniques which is 'suitable' for both trainers as well as participants

13

Lecture Training
Advantages :

a quick and simple way to provide information to large

groups.
rather forms of training when compared to the other

allows for the giving and taking of questions

14

Lecture
Convey information, theories or principles Depends on trainer for content
Uses Introduce a subject Bring Facts/statistics Overview Large groups
15

Keep It Simple and Short

16

Demonstration
Show and explain an activity Provides a model Learn by doing
Uses Model a behaviour Illustrate points Create a visual impact
17

Small Group Activity / Discussion

Learners share their own experience 4- 8 participants in a group Involve all participants
Uses Planning / problem solving In-depth exploration Learn from each other Practice new skills

18

19

Case Study
Analysis of a hypothetical but realistic situation No right answers Participant devises his/her own solution Uses Discuss typical situations Recognize multiple approaches Safe environment

20

Role-Play
Participants act out a hypothetical situation Everyone becomes part of the scenario Participants bring their own experience to role
Uses Skill building Affects feelings and attitudes Rehearsal preview Pushes for new solutions
21

22

23

Case Study
Small Group Activity/ Discussion

Demonstration

Role Play

Lecture

Training Materials ?

24

Applying Principles of Adult Learning and Retention

Recall: Principles of Adult Learning Learning Styles, Communication Styles

25

RAMP 2 FAME
R A M P 2 F A M E Recency Appropriateness Motivation Primacy 2-way communication Feedback Active Learning Multi-sense learning Exercise

26

Recency
Things that are learned last are best remembered
Summarize frequently Plan review sections Divide subject into mini-topics of about 20 minutes in length

27

Appropriateness
All information, training aids, case studies, etc must be appropriate to participants needs
Clearly identify a need Use descriptions, examples or illustrations that the participants are familiar with

28

Motivation
Participants must want to learn, must be ready to learn, must have some reason to learn
Presenter must also be motivated Identify a need for the participants Move from the known to the unknown

29

Primacy
Things learned first are learnt best
Short presentations Interesting beginning Updates on direction and progress of learning Get things right the first time

30

2-way communication
Communicate with participants
Include interactive activities in sessions plan Match body language with verbal message

31

Feedback
Trainer and trainee need information from each other
Include feedback activities (e.g., questions; tests) in sessions plan Give feedback on performance immediately Positive and negative feedback Acknowledge good work (positive reinforcement)
32

Active learning
Participants learn more when they are actively involved in the learning process
Use practical exercises Use questions Get the participants to DO it

33

Multiple-sense learning
Learning is more effective if participants use more than one of five senses
Tell AND show I see and I forget I hear and I remember I do and I understand.
Confucius a. 450 BC
34

Exercise
Things that are repeated are best remembered
Hear, see, practice, practice Frequent questions Frequent recall Give exercises

35