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Training
- 1. Preparing Training Sessions BY. D.B.Shelke Tilak Maharashtra University
- 2. Same stuff Different Day
- 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
- 6. Awareness & Competence Competence 1 3 2 4 High Low Conscious Competence Unconscious Competence High Conscious Incompetence Unconscious Incompetence Low Self-Awareness
- 10. 83% through sight 11% through hearing 3.5% through smell 1.5% through touch 1% through taste We Learn 90% of what we say as we act 80% of what we say 50% of what we see and hear 30% of what we see 20% of what we hear 10% of what we read We Remember
- 11. Lecture Demonstration Small Group Activity/ Discussion Case Study Role Play
- 14. Lecture Training A dvantages : 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 inexpensive
- 16. Keep It Simple and Short
- 24. Lecture Demonstration Small Group Activity/ Discussion Case Study Role Play Training Materials ?
- 25. Applying Principles of Adult Learning and Retention Recall : Principles of Adult Learning Learning Styles, Communication Styles
- 26. RAMP 2 FAME E xercise E M ulti-sense learning M A ctive Learning A F eedback F 2 -way communication 2 P rimacy P M otivation M A ppropriateness A R ecency R
Notes de l'éditeur
- 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
- 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
- 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)
- 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
- 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