3. 3
Scheme of a Course Cycle
ORGANIZATIONAL UNITS
Trainee
TRAINING ORGANIZATION
EVALUATION
PROGRAM
of COURSES
COURSE
CURRICULUM
DELIVERY
EVALUATION
ANALYSIS
Training Needs
EVALUATION
EVALUATION
Trained Employee
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?
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
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
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
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
15. 15
Lecture
Convey information, theories or principles
Depends on trainer for content
Uses
Introduce a subject
Bring Facts/statistics
Overview
Large groups
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
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
25. 25
Applying Principles of Adult
Learning and Retention
Recall: Principles of Adult Learning
Learning Styles, Communication Styles
26. 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
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
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
Editor's Notes
Training Techniques: Training Methods UN SIAP AIDOS 2006
Training Techniques: Training Methods UN SIAP AIDOS 2006
Training Techniques: Training Methods UN SIAP AIDOS 2006
Training Techniques: Training Methods UN SIAP AIDOS 2006
Training Techniques: Training Methods UN SIAP AIDOS 2006
Training Techniques: Training Methods UN SIAP AIDOS 2006
Training Techniques: Training Methods UN SIAP AIDOS 2006
Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: A lot of material in a short time Good introduction Lecturer has control But... Communication is one-way Learner is passive Need good presentation skills Inappropriate for changing behaviour Retention is low unless complemented with a more practical technique
Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: Learners can see what is being explained Gives learners confidence in subject matter Holds group’s attention But: Time consuming Must be very accurate in order to serve as a good model
Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: Learners have control Individual experience comes out Reinforces issues raised in presentation But: Task and timeframe must be very clear Participants may need guidance on how to interact (ground rules)
Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: Learners can relate to real life examples Stimulating Hypothetical, therefore no risk in providing diverging solutions/opinions But... Case must be well-written and participants must be able to identify Requires a lot of time and planning Debriefing must be well crafted and executed
Training Techniques: Training Methods UN SIAP AIDOS 2006 Good because: Stimulating & fun Relevant – exact situations learners are dealing with Allows participants to see things from another (person’s) perspective But... Guidance for roles must be well thought-out and explained Facilitator must monitor closely and know when to intervene
Training Techniques: Training Methods UN SIAP AIDOS 2006