1. 1 Preparing Training Sessions

2. 2 Same stuff Different Day

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

4. 4 Plan Execute Conceptualize

5. 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. 6 Awareness & Competence Self-Awareness LowHigh Low Unconscious Incompetence Conscious Incompetence High Unconscious Competence Conscious Competence Competence 1 3 2 4

7. 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. 8 Syllabus and Sessions Plan  Overall learning objective  Topics  Prerequisites  Sessions and session objectives  Training Materials & References  Training techniques  Training aids

9. 9 Training Methods

10. 10 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

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

12. 12 Adult education Vocational training Case-based learning E-learning Types of Training Techniques ‘Traditional’ lecture Class discussion Group discussion Practical exercise Project work Self learning

13. 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. 14 Lecture Training A dvantages : a quick and simple way to provide information to large groups. rather when compared to the other forms of training allows for the giving and taking of questions

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

16. 16 Keep It Simple and Short

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

18. 18 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

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20. 20 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

21. 21 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

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

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

26. 26 RAMP 2 FAME RRecency AAppropriateness MMotivation PPrimacy 22-way communication FFeedback AActive Learning MMulti-sense learning EExercise

27. 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. 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. 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. 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. 31 2-way communication Communicate with participants  Include interactive activities in sessions plan  Match body language with verbal message

32. 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. 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. 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. 35 Exercise Things that are repeated are best remembered  Hear, see, practice, practice  Frequent questions  Frequent recall  Give exercises

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