Master Trainer Selection Workshop

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Welcome to
Master Trainer Selection Workshop
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WORKSHOP CONTENT

• Framing Learning Objectives
• Developing a Spray Diagram?
• Must, Should Could Analysis?
• Structuring Principles
• Visual Aids Use Design
• Role of Feedback
• Factors Influencing Discussion
• Role of Questions In The Learning Process.

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DEFINITION OF LEARNING'

• Get knowledge or skill, ability to - by study,
  experience or being taught'
• Commit to memory'
• Become aware of information, or from
  observation'
• Receive instruction , become informed'

Oxford English Dictionary
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DEFINITION OF TRAINING'

• A planned process
• to modify attitude, knowledge or skill
• through learning experience
• to achieve effective performance
• in an activity or range of activities .
• to satisfy needs of organisation'

Glossary of Training Terms
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TRAINING
BEHAVIOUR
BEHAVIOUR
The systematic development of the attitude
/ Knowledge / skill behaviour pattern required by
an individual to perform adequately a given task
or job.
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BEHAVIOUR
Knowledge - knowing what and how to do
it - facts, procedures - standards -
working environment Skills - having the ability
to do it - physical - interpersonal,
social - intellectual Attitude - willingness
to do it - to people, quality, safety -
willingness to change
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OBJECTIVE
At the end of this learning unit learners will be
able to ...
know state understand explain appreciate
describe working knowledge demonstrate be aware
of identify
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FOUR WAYS OF LEARNING
There are at least four ways in producing
relatively permanent alternations in how we do
things

• Being Told
• Imitation
• Trial and Error
• Thinking

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PRODUCTIVE TASK
REPRODUCTIVE TASK
Reproductive tasks - where there is one, clearly
defined procedure or method Productive tasks -
where there are alternative ways of doing the
task, or where creativity is encouraged
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LECTURE
Trainer
Trainees
15 February 2017
Training Methods
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DECIDING CONTENT EDITING SPRAY DIAGRAM
COULD
SHOULD
MUST
OBJECTIVE
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STRUCTURING THE CONTENT

• Where a trainee is prepared for instruction
• where instruction is carried out and a trainee
  learns
• where instruction is consolidated and objective
  achieved.

BEGINNING
MIDDLE
END
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INTRODUCTION
Interest - arouse the trainee's interest in
learning Need - explain the need for
learning Title - state the title, subject, or
purpose, or aim Range - state how far, how deep,
what aids Objective - observable, achievable,
testable.
INTRO
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STRUCTURING PRINCIPLES

• Known
• Concrete
• General
• Simple
• Observation

• Unknown
• Abstract
• Particular
• Complex
• Theory

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C CONTENT O ORDER V VISUALS E EYE
CONTACT R REINFORCE
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POWER OF THE SENSES
Smell 3
Taste 3
Touch 6
Hearing 13
Sight 75
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WE REMEMBER
10 of what we read 20 of what we hear 30 of
what we see 50 of what we see and hear
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PURPOSE OF VISUAL AIDS

• To help learning
• To clarify and simplify
• To help maintain interest
• To help emphasize key points
• AVOID
• Talking to them
• Reading them word for word
• Waving pointer
• Putting too many words on visual

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RULE OF SEVEN

• Not More Than Seven Words In A Line
• Not More Than Seven Lines In A Slide /
  Transparency
• Size Of Letters 7mm

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SIZE OF LETTERS THIS IS THIRTYSIX SIZE FONT

• This Is Thirty Two Size Font
• This Is Twenty Eight Size Font
• This Is Twenty Four Size Font
• This Is Twenty Size Font
• This Is Eighteen Size Font

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CONSOLIDATE LEARNING
S - SUMMARY L - LINK A - ASK
QUESTIONS T - TEST UNDERSTANDING E - EXTEND
LEARNING
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STRUCTURING A Lecture
Objective What do you want your learners to be
able to DO at the end of your lecture? Learners Ra
nge of experience? Your relationship with
learners? Learning Structuring the
topic Event Visual aids Timings Assessment Tests
Question and answer Opinion
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FEEDBACK SALIENT FEATURES

• ? Purpose To Help The Receiver (Learner)
  To Improve
• ? Effective Feedback Must Be
• Supportive
• Constructive
• Understandable
• Well-timed
• ? Requires Trust
• ? Can Be Uncomfortable Threatening

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POSITIVE OPINION
POSITIVE FACTS
NEGATIVE OPINION
NEGATIVE FACTS
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GIVING FEEDBACK

• PROVIDE HELP FOR CHANGE
• DIRECT BUT POLITE
• PRESENT EVIDENCE
• FACTS NOT OPINION
• ON BEHAVIOUR NOT PERSONALITY
• POINT TO SPECIFIC BEHAVIOUR
• OBSERVATION NOT INFERENCE
• NO VALUE JUDGEMENT
• PROVIDE AS SOON AS POSSIBLE
• REINFORCE WITH REASONS AND
• CLARIFICATIONS (IF NEEDED)

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RECEIVING FEEDBACK

• Be Positive to the Feedback - Value the Help
  Given
• Listen - Don't React
• Try to See It From the Giver's Point of View
• Clarify and Check Your Understanding
• Compare With Feedback From Others
• Ask for Detail Not Given
• Explore Options
• Decide Future Course of Action

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DISCUSSION
Trainer
Trainees
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PURPOSE OF DISCUSSION

• Share views
• Collect and generate ideas
• Obtain reactions or agreement
• Motivation
• Team building
• Quality circles
• Attitude change

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TWO FACTORS INFLUENCING A DISCUSSION
Group Behaviour
Increasing Effectiveness
Quality of Questions
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Training Methods
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• LEARNING QUESTIONS
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• Questions Are Used To Promote Learning. They
• Challenge Assumptions
• Compare Opinions And
• Generally Encourage The Development Of A Deeper
  Understanding.
• Learning Questions Can Be Considered To Fall Into
  Two Broad Categories, Low Order Questions And
  High Order Questions.

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LEARNING 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
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Training Methods
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• TACTICAL QUESTIONS
•  
• Tactical Questions Are Used When Learning Gets
  Limited. They May Be Necessary To
• To Bring Participants Into The Discussion
• To Acknowledge The Contribution Of Others And
• To Get The Discussion To Move On.

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KEY QUESTIONS

• High order
• Prepared in advance
• Open
• Stimulate contributions
• Non-threatening
• Relevant to learning needs
• Related to entry behaviour

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Training Methods
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Thank You