Transcript Document

•DAY-4
Direct Trainer Skills
" I like to learn, but hate to be taught"
Winston Churchill
" I never teach my pupils. I only attempt
to provide the conditions in which they
can learn"
Albert Einstein
TASK
TRAINER
TRAINEE
A Trainer Centered Approach
TASK
TRAINEE
TRAINER
A Trainee Centered Approach
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Presentation Outline
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Roles as a trainer
Impediments to training
Overcoming training anxieties
Training development process
What is a Trainer?
• A facilitator
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• A designer
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• A networker
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• A quality manager •
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An organizer
A researcher
An “actor”
An assessor
A motivator
Impediments to Training
• Lack of trainers
• Lack of management support
• Lack of preparation
• Training materials not available
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Training Anxieties
• What will I say
next?
• What if they know
more than I know?
• Do I have
everything that I
need?
• How long to go?
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Anxieties to Constructive Activity
• What are my objectives?
• What do the trainees already know?
• Have I chosen the right method for
presentation?
• Will my visual aids have sufficient
impact?
• How will I know if the training session
has been successful?
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What makes people
learn?
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If they will be affected by materials
If there is process for application
Related to prior personal experience
Repetition
Adult Learners
• Adults are:
– autonomous and self-directed
– have a wealth of life experiences and
knowledge
– goal-oriented
– relevancy-oriented
– practical
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To Organize Our Training:
• The exchange of information must be
facilitated
• It must be put together with the
trainees in mind
• Materials must be appropriate and
understandable
• It needs to be supported by
organizations
• The process must be taken seriously
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Training Development
Process:
A Stepwise Approach
1. Assess training
needs
2. Determine target
audience
3. Develop course
content
4. Deliver material
5. Evaluate
effectiveness
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Assess Training Needs
• Requires a planning process
• Methods
– surveys
– interviews
– focus groups
• Involve key stakeholders
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Determine Target Audience
• Who will benefit?
– New employees
– Operators of new equipment or technology
– Those appropriate to receive the
information
– Those who want the information
• May identify themselves
16 • May be assigned to training
Develop Course Content
• Select an appropriate delivery mode
• Assure information is appropriate
– materials must be relevant to the training
– materials must be up-to-date
– language is appropriate
• Use available resources
– training aids
– literature
– the Internet
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Deliver Course Content
• Be Prepared
– Site
• Deliver training in an interesting manner
– Be creative
– Include participatory activities
• Deliver in time available
• Offer opportunity for feedback
18 • Provide resources to trainees
BARRIERS TO LEARNING IN
TRAINING
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Nomination against will
Attitude- training is waste
Unhelpful experience
Training isolated from real life (nonworkable ideas)
• Internal barriers- language, short
memory
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BARRIERS TO LEARNING IN
TRAINING-contd
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Adjustment with skills and methods
Threatening environment
Trainees view of trainers-comparison
Use of training jargon at early stage
Anxiety –how will they be received
Fear of exposure/ ridicule
Summary: 6 P’s of Preparation
roper
reparation
ractice
revent
oor
erformance
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Planning & Obtaining
Feedback
• Use methods to evaluate:
– Likes and dislikes
– Increase in knowledge
– If goals and objectives were achieved
• Evaluations should be planned to
assess:
– Application in practice
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Principles of Adult Learning
Objectives
After attending this session, you will be able
to
• List Principles of Adult Learning
• Describe conditions when adults learn
best
• Apply the principles to your own teaching
What we know about Adult
Learning
• Not enough!
• Research from the fields of education,
educational psychology, sociology,
psychology (developmental, cognitive,
behavioral)
• Mix of Evidence and Assumptions
• Work by Knowles and Brookfield
• Andragogy Vs. Pedogogy
The Learner Continuum
Learner:
Child
Teaching:
Teacher-Centered
Centered
Adult
Learner-
Myths about Adult Learning
• Adult Learning is completely different from
other learning
• Adults know how to be self-directed
learners
• Self-directed is the same as “self-taught”
• Adult Learning is always fun
Learning is change
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Learning is a change in behavior.
Change in knowledge or skill.
Learning is a cognitive process.
Acquiring new information and
knowledge is part of everyday adult
life.
• Adults seek out learning
opportunities.
• Learning is an individual process.
Pedagogy vs. Andragogy
ANDRAGOGY
PEDAGOGY
• The art and science
of teaching children
• The art and science
of helping adults learn
• Term introduced in
1968 by Knowles
The Learner
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Pedagogical
Andragogical
• The learner is dependent
upon the instructor for all
learning
• The teacher/instructor
assumes full
responsibility for what is
taught and how it is
learned.
• The teacher/instructor
evaluates learning
• The learner is selfdirected
• The learner is responsible
for his/her own learning
• Self-evaluation is
characteristic of this
approach
Role of the Learner’s Experience
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Pedagogical
Andragogical
• The learner comes to the
activity with little
experience that could be
tapped as a resource for
learning
• The experience of the
instructor is most
influential
• Learner brings a greater
volume and quality of
experience
• Adults are a rich resource
for one another
• Different experiences
assure diversity in groups
of adults
• Experience becomes the
source of self-identify
Characteristics of Learners
ADULT LEARNERS
YOUTH LEARNERS
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• Subject-oriented
• Future-oriented
• Often depend on adults
for direction
• More accepting
• Often train for unclear
future
• Often dependent on
others
Problem-centered
Results-oriented
Self-directed
Often skeptical about new
information
• Seek relevancy
• Accepts responsibility for
own learning
Adult Learners . . .
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Are autonomous and self-directed.
Have a foundation of life experiences
and knowledge.
Are goal-oriented.
Are relevancy-oriented.
Are practical.
Need to be shown respect.
Adult Learning Theory
• Adults…
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bring knowledge, skills, attitudes
bring experience
like to solve problems
like to apply what they learn to real situations
like to have choices
like to share in the setting learning objectives
have variety of learning styles/preferences
do best in an environment where they feel safe, accepted,
and respected
– want and need feedback
– need to have their abilities and achievements honored
How the Brain Works
Teaching to the Brain
• Emotions are a key in learning.
• An enriched learning environment is
primary. We must expect more.
• Problem solving must be a way of
classroom life.
• The “big picture” is important.
• Finally, work to eliminate threats.
(“The Teaching Professor,” June/July 1999)
Teacher’s role
is a
FACILITATOR
Active
learning
Is key
Learning
based
on prior
knowledge
Who is an adult?
• an individual who performs roles
associated by our culture with adults
(worker, spouse, parent, soldier,
responsible citizen)
• an individual who perceives himself or
herself to be responsible for his/her own
life.
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Wlodkowski and Knowles
Three major schools of
Learning Theory
Theories based on the study
Of learning in children
• Behaviorist
• Cognitivist
• Constructivist
Inductive versus Deductive
Ex. 2
Ex. 1
General
Principle
Ex. 3
General
Principle
Ex. 1
Ex. 3
Ex. 2
Focus on realistic problems
• Knowledge and skills with
immediate application.
• Adults do not have time or
patience to learn irrelevant
information.
• Use the inductive approach
to learning.
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Use realistic situations
Identify and define problem
Propose alternative solutions
Develop conclusions
Adults learn by doing
• Adults learn best through direct
participation.
• Plan programs that begin at the
“entry level.”
• Significant barriers to learning:
– Low self-esteem
– Unconfident in own abilities
– Fear of ridicule or failure
• Organize activities that ensure
success.
Learning Pyramid*
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* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.
The Four Ps of Adult Learning
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Problem-oriented
Personalized
Participatory
Purposeful
Problem-Oriented
Principle
Application for Teaching
Adults need to learn
experientially
Adults are relevancyoriented and practical
Provide opportunities to
simulate or practice skills
Make education relevant
and applicable to real life
Explain why something is
important to learn
Participatory
Principle
Adults learn best when
they are active
participants
Adults prefer control over
the educational
experience
Application for Teaching
Few lectures
Facilitate – not supply
facts
Provide opportunities for
input and self-direction
Be flexible
Periodic self-evaluation
Purposeful
Principle
Application for Teaching
Adults are goal-oriented WIFM
Encourage learners to set
goals/share with you
Adults are motivated by
intrinsic and extrinsic
factors
Provide feedback
Show learners how
learning will benefit them
Who are your learners?
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Demographic/generation
Learning styles
Learning preferences
Personality types
Generational differences
Boomers
(1945-1962)
Generation X
(1963-1980)
Work hard out
of loyalty
Work hard if
Work hard and
balance allowed expect balance
Do not question Expect to have
authority
input
Do not seek
feedback
Millennials
(1981-1999)
Need structure
Follow rules
Prefer frequent, Accustomed to
frank feedback feedback
Malcom Knowle’s Principles of
Learning
• Andragogy is process based rather than
content based (Pedagogy)
• Five Principles
1. self-concept
2. Experience
3. readiness to learn
4. Orientation to learning
5. Motivation to learn
PURPOSE OF DISCUSSION
• Share views
• Collect and generate ideas
• Obtain reactions or agreement
• Motivation
• Team building
• Attitude change
TWO FACTORS INFLUENCING A
DISCUSSION
Group
Behavio
ur
Quality of
Questions
DISCUSSION BEHAVIOURS
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seeking information
giving information
supporting
building
proposing
disagreeing
cutting across
stating difficulty
summarizing
QUESTIONS
HIGH ORDER
Stimulate thinking
Build on existing knowledge
Apply ideas to new situations
LOW ORDER
Recall of information
Right or wrong answers
Known or existing situations
KEY QUESTIONS
• High order
• Prepared in advance
• Open
• Stimulate contributions
• Non-threatening
• Relevant to learning needs
• Related to entry behaviour
"The Sunday edition of a big
newspaper printed in one million
copies consumes
a hundred acres of forest"
`No Limits to Learning'
A Report to the Club of Rome
INTRODUCTION
KEY
QUESTION
DISCUSSION
KEY
QUESTION
KEY
QUESTION
DISCUSSION
SUMMARY
KEY
QUESTION
Layout for Leading a Discussion
Leader
Layout For Leading a Discussion
Leader
DISCUSSION LEADING
D
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DELIVER INTRODUCTION
I
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INITIATE, INVITE
S
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STRUCTURE
C
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CONTROL DIRECTION
U
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USE QUESTIONS
S
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SUMMARISE
ROLE OF A DISCUSSION LEADER
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IMPARTIAL
SUPPORTIVE
ENCOURAGING
MANAGE TIME
NOT CENTRE OF ATTENTION
A MEMBER OF THE GROUP
PREPARED TO LEARN
STIMULATE THE GROUP TO CONTRIBUTE
POWER TO CONTROL AND DIRECT
PREPARING TO LEAD A
DISCUSSION
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SET OBJECTIVE
ANALYSE THE TOPIC
CONSIDER THE GROUP
KEY QUESTION / SUB QUESTION
PREPARE AN INTRODUCTION
ENSURE AVAILABILITY OF
RESOURCES LIKE FLIP CHART, MAP,
ETC.
• ORGANISE PHYSICAL ARRANGEMENT
Applying Learning Unit to Leading a Discussion
Objective
What do you expect people to be
able to do as a result of attending
your discussion ?
Learners
What is their likely reaction to the
topic?
Can you expect equal participation?
What is your position relative to
theirs?
Learning
Event
How much time is available?
Can the topic be covered properly?
Plan learning questions
Control
Record contributions
Summarise
Assessment Assessment of self and others
FINAL SUMMARY – DISCUSSION
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REVIEW THE POINTS COVERED
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ACKNOWLEDGE SPECIFIC
CONTRIBUTIONS
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DEVELOP CONCLUSIONS
REACHED
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ACTION TO BE TAKEN – WHEN AND
BY WHOM
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REINFORCE UNDERSTANDING
DISCUSSION
Advantages
• trainee centred
Trainer
• high trainee activity
• opportunity to exchange ideas,
information and opinions
• good for problem solving
Disadvantages
• depends on entry behaviour
• time consuming
• requires good control
Trainees
• not suited to new learning
•EXERCISE IN
DISCUSSION
LEADING