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PREPARING TRAINING SESSIONS

2. 2
Same stuff Different Day

3. SCHEME OF A COURSE CYCLE
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ORGANIZATIONAL UNITS
Trainee
TRAINING ORGANIZATION
EVALUATION
PROGRAM
of COURSES
COURSE
CURRICULUM
DELIVERY
EVALUATION
ANALYSIS
Training Needs
EVALUATION
EVALUATION
Trained Employee

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5. SELF-CHECK
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• 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
Self-Awareness
Low High
Low
Unconscious
Incompetence
Conscious
Incompetence
High
Unconscious
Competence
Conscious
Competence
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Competence
1
3
2
4

7. AIMING FOR CONSCIOUS
COMPETENCE
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• 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
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• Overall learning objective
• Topics
• Prerequisites
• Sessions and session objectives
• Training Materials & References
• Training techniques
• Training aids

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TRAINING METHODS

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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

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Lecture
Demonstration
Small Group Activity/
Discussion
Case Study
Role Play

12. TYPES OF TRAINING
TECHNIQUES
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‘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
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 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 TRAINING
ALLOWS FOR THE GIVING AND TAKING OF QUESTIONS
14

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

16. KEEP IT SIMPLE & SHORT
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17. DEMONSTRATION
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• Show and explain an
activity
• Provides a model
• Learn by doing
Uses
 Model a behaviour
 Illustrate points
 Create a visual impact

18. SMALL GROUP ACTIVITY /
DISCUSSION
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• 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. CASE STUDY
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• 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. ROLE-PLAY
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• 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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Lecture
Demonstration
Small Group Activity/
Discussion
Case Study
Role Play
Training Materials ?

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Recall: Principles of Adult Learning
Learning Styles, Communication Styles
APPLYING PRINCIPLES OF
ADULT LEARNING AND
RETENTION

26. RAMP 2 FAME
R Recency
A Appropriateness
M Motivation
P Primacy
2 2-way communication
F Feedback
A Active Learning
M Multi-sense learning
E Exercise
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27. RECENCY
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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
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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
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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
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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
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Communicate with participants
 Include interactive activities in sessions plan
 Match body language with verbal message

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

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