2. Definitions
• Training of Trainers: A training session to that introduces participants to the skills
related to developing and conducting effective training.
• Facilitation skills: they are skills which encourage involvement by showing interest
in the learners and making them feel free to comment and ask questions. It helps
you to obtain feedback from the learners about how the training is being received.
• Learning styles: The different ways an individual perceives and processes
information.
• Training methods: these are approaches for teaching the content. They provide
means for the learner to learn specific training content that has been outlined and
keeps the learner involved in the training so that learning is enhanced. They
include: case study, group discussion, reading, structured exercises and trainer
presentation.
3. Definitions
• Training aids: These are materials, both visual and
written, or both, that support the training methods
chosen. They include: video, handouts, flipcharts,
transparencies, and multimedia slides etc.
4. Pedagogy vs. Androgogy
CHILDREN ADULTS
• Rely on others to decide • Decide for themselves what
what is important to be is important to be learned
learned • Need to validate the
• Accept the information being information based on their
presented at face value beliefs and experiences
• Except what they are • Except what they are
learning to be useful in their learning to be immediately
long term future useful
• Are relatively “ clean slates” • Have much past experience
• Not a knowledgeable upon which to draw-may
resource to teacher or fellow have fixed view points
classmates • A knowledgeable resource to
the trainer and fellow
learners
5. Principles of Adult Learning
• Focus on “real world” problems
• Emphasize how the learning can be applied
• Relate the learning to the learner’s goals
• Relate the materials to the learner’s past experiences
• Allow debate and challenge of ideas
• Listen to and respect the opinions of learners
• Encourage learners to be resources to you and to each other
• Treat learners like adults
6. Adults prefer learning situations which…
• Are practical and problem centered
• Promote their positive self esteem
• Integrate new ideas with existing knowledge
• Experiencing Applying
• Process Exercises (Putting the newly learned behavior into practice)
• Unlock sentiments (Sharing personal reactions)
• Link with real World
• Publish Results (Discussing patterns and dynamics)
• Generalize
• Experiencing (Acting, Doing)
• Drawing Lesson (So What)
• Show respect for the individual learner
• Capitalize on their experience
• Allow choice and self direction
7. Experiential Learning Cycle
Step 1: Experiencing
(Acting, Doing)
Experiencing
Step 2: Unlocking Sentiments
Content Monitors
(Sharing personal reactions)
Applying Exercise Processing
Step 5: Linking with Step 3: Publishing Result
real World (Discussing patterns and dynamics)
Generalising
Step 4: Drawing Lesson (So
What)
8. Roles of a Trainer
transmits information about a subject to an
The Expert Role
audience
designs or plans the learning experience or the
The Planning Role
learning environment
guides or directs the learning situation often
The Instructor
telling the learner what to do
responds to the learners needs and lends guidance
The Facilitator
and support
Resource Person provides materials and information to the learners
learns along side the trainee. Mutually plans the
The Co-Learner
learning goals
The Model Role models or influences behaviour and values
11. Tips for Giving a Great Training Session
• Prepare, prepare, prepare …
• Make sure that physical setting is as comfortable as
possible
• Be an exciting facilitator
• Present meaningful and useful information
• Use active learning techniques
• Provide an environment of mutual respect and support
• Gather data relevant to your class
• Make use of all resource available to you
