STRUCTURE OF A TRAINING SESSION

STEP METHOD
1. Gain the trainees  Create interest
ATTENTION- prepares  Tell the trainees what
them for learning. they have to learn.
 Explain why they have
to learn it and the
benefits to them.
2. Teach the trainees in  Explain Stage
logical stages-  Ask Questions By
BREAKDOWN the  Demonstration0 Stage
information for them.  Let the trainees practice
each stage ( coach and
correct if necessary).
3. CHECK that the trainee Ask recap questions on
has learned. the key points.

Let the trainees practice

the entire task.

Give the trainees feedback

on their performance.
THE TRAINING SESSION
Every training session is made up of A-B-C, which is :
A TTENTION
B REAKDOWN
C CHECK
ATTENTION

Before we are ready to learn, our minds must be prepared; there must be some willingness and
keenness to absorb any new information. The trainer must first of all gain the trainee's ATTENTION.
This can be broken in to:

(i) Create INTEREST

(ii) Tell your trainee WHAT is going to learn
(iii) and WHY he is going to learn it.

(i) INTEREST

Switch him on the topic.

There are many ways in which this can be done, for example:
 show the finish product
 show a picture of diagram
 give a some historical information
 recount a personal experience /humorous story
 ask a question

(ii) WHAT

Tell the trainee precisely WHAT will be covered during the training session, and approximately how long
it will take.

(iii) WHY

Tell first question we all want to know is: "WHAT'S IN IT FOR ME?"

Convince him why he should bother to learn this particular task. He will be much mare prepared o learn if
he can see some gain for himself. It may be a new part of his job-or make it easier of safer, or incease his
status or earning power.

Tell him so.

BREAKDOWN

To eat a steak, we have to cut it into pieces, and likewise our training has to be broken down in to
manageable chunks to the level of the trainee to learn.

In training, our bite-size pieces are called STAGES. Decide the size of the stage by considering the
complexity of the task and the level of the trainee.

In every stage:
 Don't "tell" the trainee; ask questions to make the trainees think and work out the answers
for himself.
 explain relevant information not covered by your "questions" and then ensure the
 Trainee practice. The trainee must practice at the end of each stages so that you and the
trainee knows he CAN DO. When he has proved to you that he can do, you are ready to
move on to the next stage.

Let's take an example: Changing the Tire

There are stages:

1. Remove Hub cap and loosen nuts

2. Jack up car
3. Remove nuts and tire
4. Put on now tire and put back nuts
5. Let down jack and remove
6. Tighten nuts replace hub cap

IN EACH OF THE ABOVE STAGES, I MUST:

ASK QUESTIONS
EXPLAIN
DEMONSTRATE
ASK, "ANY QUESTION?"
GET TRAINEE TO PRACTICE

CHECKING

So far we have caught and maintained the trainee's attention broken the information down
in to logical stages, and now we have to check that he has information down into logical
stages, and now we have to check that he has

understood and can do the whole task by himself

(i) Firstly asking questions
(ii) Trainee practices whole task

(i) Before putting the trainee in the risk situation of stringing the stages
together, we test whether he can remember the stages through
questions. These should be logical sequence and cover only the ground
which has been taught. If there are any weak areas we can refresh the
trainee's mind.
(ii) With this recap in his mind, he is now read to practice the whole tasks.
Do not interrupt him unless he has acquired and unsafe or an
undesirable technique- let him concentrate on this the most vital part of
his learning.
(iii) When he has finished satisfactory, praise him and asks him if he has
any question.

If his performance was not up to standard, coach him and let him
practice again.

There may be some aid which will remind the trainees in work
situation of what he has learn-show this to him and discuss it with him.

Link forward…………………………………….