Preparing Training Sessions

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Same stuff Different Day
 Scheme of a Course Cycle
TRAINING ORGANIZATION
ORGANIZATIONAL UNITS

Training Needs
ANALYSIS

EVALUATION
PROGRAM
of COURSES
EVALUATION
COURSE
CURRICULUM

DELIVERY
Trained Employee

Trainee
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Conceptualize Plan

Execute
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 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?
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 Awareness & Competence
Self-Awareness
Low High
1 2
Unconscious Conscious
Low
Incompetence Incompetence
Competence 4 3
Unconscious Conscious
High
Competence Competence

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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

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 Syllabus and Sessions Plan
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 We Remember
1% through taste 10% of what we read
1.5% through touch 20% of what we hear
3.5% through smell 30% of what we see
11% through hearing 50% of what we see and
83% through sight hear
80% of what we say
90% of what we say as
we act
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 Case Study
Small Group Activity/
Discussion

Demonstration
Role Play

Lecture

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Types of Training Techniques

‘Traditional’ lecture

Adult education
Vocational training

E-learning
Case-based learning
Class discussion
Group discussion
Practical exercise
Project work
Self learning
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 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

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 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

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 Lecture
Convey information, theories or principles
Depends on trainer for content
Uses
Introduce a subject
Bring Facts/statistics
Overview
Large groups
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Keep It Simple and Short 16
Demonstration
Show and explain an activity
Provides a model
Learn by doing

Uses
Model a behaviour
Illustrate points
Create a visual impact
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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 18
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 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 20
 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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 Case Study
Small Group Activity/
Discussion

Demonstration
Role Play

Lecture

Training Materials ?

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

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 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 26
 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

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 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

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 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

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 Primacy
Things learned first are learnt best
Short presentations
Interesting beginning
Updates on direction and progress of learning
Get things right the first time

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

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 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)
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 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

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 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

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

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