O slideshow foi denunciado.
Utilizamos seu perfil e dados de atividades no LinkedIn para personalizar e exibir anúncios mais relevantes. Altere suas preferências de anúncios quando desejar.

Preparing training session

404 visualizações

Publicada em

Publicada em: Educação, Tecnologia, Negócios
  • Seja o primeiro a comentar

Preparing training session

  1. 1. 1PREPARING TRAINING SESSIONS
  2. 2. 2Same stuff Different Day
  3. 3. SCHEME OF A COURSE CYCLE3ORGANIZATIONAL UNITSTraineeTRAINING ORGANIZATIONEVALUATIONPROGRAMof COURSESCOURSECURRICULUMDELIVERYEVALUATIONANALYSISTraining NeedsEVALUATIONEVALUATIONTrained Employee
  4. 4. 4
  5. 5. SELF-CHECK5• 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 & COMPETENCESelf-AwarenessLow HighLowUnconsciousIncompetenceConsciousIncompetenceHighUnconsciousCompetenceConsciousCompetence6Competence1324
  7. 7. AIMING FOR CONSCIOUSCOMPETENCE7• 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 PLAN8• Overall learning objective• Topics• Prerequisites• Sessions and session objectives• Training Materials & References• Training techniques• Training aids
  9. 9. 9TRAINING METHODS
  10. 10. 10We Learn1% through taste1.5% through touch3.5% through smell11% through hearing83% through sight We Remember10% of what we read20% of what we hear30% of what we see50% of what we see and hear80% of what we say90% of what we say as we act
  11. 11. 11LectureDemonstrationSmall Group Activity/DiscussionCase StudyRole Play
  12. 12. TYPES OF TRAININGTECHNIQUES12‘Traditional’ lectureClass discussionGroup discussionPractical exerciseProject workSelf learningAdult educationVocational trainingCase-based learningE-learning
  13. 13. USING TRAINING TECHNIQUES13 Apply always a combination of techniques Active participation of students should be encouragedas much as possible: participative training Understanding basics and relations of the coursesubjects are more important than learning facts Select a combination of techniques which is suitablefor both trainers as well as participants
  14. 14. LECTURE TRAININGADVANTAGES :A QUICK AND SIMPLE WAY TO PROVIDE INFORMATIONTO LARGE GROUPS.RATHER WHEN COMPARED TO THEOTHER FORMS OF TRAININGALLOWS FOR THE GIVING AND TAKING OF QUESTIONS14
  15. 15. LECTURE15• Convey information, theories or principles• Depends on trainer for contentUses Introduce a subject Bring Facts/statistics Overview Large groups
  16. 16. KEEP IT SIMPLE & SHORT16
  17. 17. DEMONSTRATION17• Show and explain anactivity• Provides a model• Learn by doingUses Model a behaviour Illustrate points Create a visual impact
  18. 18. SMALL GROUP ACTIVITY /DISCUSSION18• Learners share their own experience• 4- 8 participants in a group• Involve all participantsUses Planning / problem solving In-depth exploration Learn from each other Practice new skills
  19. 19. 19
  20. 20. CASE STUDY20• Analysis of a hypothetical but realisticsituation• No “right answers”• Participant devises his/her own solutionUses Discuss typical situations Recognize multiple approaches Safe environment
  21. 21. ROLE-PLAY21• Participants act out a hypothetical situation• Everyone becomes part of the scenario• Participants bring their own experience to roleUses Skill building Affects feelings and attitudes Rehearsal preview Pushes for new solutions
  22. 22. 22
  23. 23. 23
  24. 24. 24LectureDemonstrationSmall Group Activity/DiscussionCase StudyRole PlayTraining Materials ?
  25. 25. 25Recall: Principles of Adult LearningLearning Styles, Communication StylesAPPLYING PRINCIPLES OFADULT LEARNING ANDRETENTION
  26. 26. RAMP 2 FAMER RecencyA AppropriatenessM MotivationP Primacy2 2-way communicationF FeedbackA Active LearningM Multi-sense learningE Exercise26
  27. 27. RECENCY27Things that are learned last are best remembered Summarize frequently Plan review sections Divide subject into mini-topics of about 20 minutes inlength
  28. 28. APPROPRIATENESS28All information, training aids, case studies, etc must beappropriate to participant’s needs Clearly identify a need Use descriptions, examples or illustrations that theparticipants are familiar with
  29. 29. MOTIVATION29Participants must want to learn, must be ready to learn, musthave some reason to learn Presenter must also be motivated Identify a need for the participants Move from the known to the unknown
  30. 30. PRIMACY30Things 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 COMMUNICATION31Communicate with participants Include interactive activities in sessions plan Match body language with verbal message
  32. 32. FEEDBACK32Trainer and trainee need information from each other Include feedback activities (e.g., questions; tests) insessions plan Give feedback on performance immediately Positive and negative feedback Acknowledge good work (positive reinforcement)
  33. 33. ACTIVE LEARNING33Participants learn more when they are actively involved in thelearning process Use practical exercises Use questions Get the participants to DO it
  34. 34. MULTIPLE-SENSE LEARNING34Learning is more effective if participants use more than one offive senses Tell AND show I see and I forgetI hear and I rememberI do and I understand.Confucius a. 450 BC
  35. 35. EXERCISE35Things that are repeated are best remembered Hear, see, practice, practice Frequent questions Frequent recall Give exercises
  36. 36. 36

×