Preparing Training Sessions

1. Preparing Training Sessions

2. Same stuff Different Day

3. Scheme of a Course Cycle TRAINING ORGANIZATION ORGANIZATIONAL UNITS Training Needs ANALYSIS EVALUATION EVALUATION PROGRAMof COURSES EVALUATION EVALUATION COURSECURRICULUM DELIVERY Trained Employee Trainee

5. 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?

6. Awareness & Competence 1 2 Competence 4 3

7. 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

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

9. Training Methods

11. Case Study Small Group Activity/ Discussion Role Play Demonstration Lecture

12. 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

13. 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

14. Lecture Training Advantages :a quick and simple way to provide information to large groups.rather when compared to the other forms of trainingallows for the giving and taking of questions inexpensive

15. Lecture • Convey information, theories or principles • Depends on trainer for content

16. Keep It Simple and Short

17. Demonstration • Show and explain an activity • Provides a model • Learn by doing

18. Small Group Activity / Discussion • Learners share their own experience • 4- 8 participants in a group • Involve all participants

20. Case Study • Analysis of a hypothetical but realistic situation • No “right answers” • Participant devises his/her own solution

21. Role-Play • Participants act out a hypothetical situation • Everyone becomes part of the scenario • Participants bring their own experience to role

24. Case Study Small Group Activity/ Discussion Role Play Demonstration Lecture Training Materials ?

25. Applying Principles of Adult Learning and Retention Recall: Principles of Adult Learning Learning Styles, Communication Styles

26. RAMP 2 FAME

27. 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

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

29. 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

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

31. 2-way communication Communicate with participants • Include interactive activities in sessions plan • Match body language with verbal message

32. 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)

33. 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

34. 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

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