How to Conduct Training

7/17/2019 How to Conduct Training.

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How to Conduct Training SessionsHow to Conduct Training Sessions


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Training goal

The purpose of the training

is to increase trainers

knowledge and skills on the

active learning strategies

needed to effectively

communicate Treatnet training

sessions.

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Training objectives

At the end of this workshop, you will be able to:

Understand the concepts of active learning

1. emonstrate one training strategy (in additionto lecturing using PowerPoint) that will work withyour participants

!. Attract participants and encourage their

attendance

3. Create the proper environment and selectmaterials for your training

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How many of you

Are familiar with "icrosoft #ower#oint$ %ave created presentations in #ower#oint$ %ave given lectures using #ower#oint$


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How to use PowerPoint presentations

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What is PowerPoint (PP)?

"icrosoft computer software program

&ecture and presentations

A group of slides &aptop, pro'ector, ( screen

#rinted slides, notes, ( handouts

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How to prepare presentations inPP

#ro'ector or paper

Use the instructions in the&eaders )uide or "anual

Adapt and translate the slides

*ehearse several times

#


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Tips for eectively presenting in PP()

Use participants names

+ace participants

e aware of your timing: -tay onschedule

Use the power of your voice

Use nonverbal communication Use e/amples as much as you can

$

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Tips for eectively presenting in PP (!)

Avoid simply reading the slides 0stablish continuous eye contact *efer to the pictures, graphics, ( figures

e aware of participants

nonverbal signs 0ncourage participation:

uestions, comments, e/amples,feedback, etc.

%&

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How to use the sli"es (#)

1. )o straight to the point

!. "ake it easy

2. 3onnect with participants4

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What is in the sli"es? (!)

-tructure of the presentations:-tructure of the presentations:

Case studies

1earning acti,ities 2uestions and comments

Postassessment

Thank you for your time

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Principles of $ctive %earning

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Telling vs& teaching (')

Telling onlyTelling only

oes not re5uire an

acti,e audience.

TeachingTeaching

6e5uires an acti,e role

*y the person who

learns.

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Telling vs& teaching ('')

Telling onlyTelling only

Unidirectional

TeachingTeaching

idirectional

%!

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:lah *lah *lah;andmore *lah *lah;

Can some*ody

tell me whataddiction is9


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What is active learning?

Active processActive processof information and5or skills

e/changee/change from the trainer to the

participants, and the

#rocessing, understanding#rocessing, understanding, and connectingconnectingof the new information5skills with previous

knowledge by participants.

Active learning reuires mental andphysical participation4

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$ctivity e*ection

Think a*out the 67*-T67*-Tpresentation that you

ha,e attended.

Share with the rest of the group why that

presentation didn=t work.

%#

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$ctivity ! +rainstorming

%aving that poor; presentation in mind:%aving that poor; presentation in mind:

hat kind of things would you do differently9

6emem*er there are no good or *ad answers

%$


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$ctive learning Participants,role

Active learning reuires that participants:Active learning reuires that participants:


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How to pro"uce active learning()

'nclude content that connects with your

participants= pre,ious knowledge

'nclude content > acti,ities that are

applica*le

?-plain content with e-amples images

situations etc.

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How to pro"uce active learning(!)

'nclude acti,ities that are useful

@ake learning a fun e-perience

?ncourage participation


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'cebrea-ers ()


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'cebrea-ers (!)


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'ce brea-ers (.)

food and water are provided?

3&


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/nergisers


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Techni0ues use" in our 1o"ules

:rainstorming

Case Study

Comment Cards emonstration rawing > illustration

?nergiser Aallery walk

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Aroup Beed*ackAroup Beed*ack

*ser,ation / Beed*ack*ser,ation / Beed*ack

6eflection6eflection

6oleplaying6oleplaying

6otating 6oles6otating 6oles

Silent or ut1oudSilent or ut1oud

6eading6eadingStory TellingStory Telling


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+rainstorming

Ai,e participants a topic or a 5uestion.


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2ase stu"y

This techni5ue pro,ides participants with a

description of an e,ent incident or situation

related to the su*+ect under discussion.

Participants analysethe case and report

their findings to the entire group.

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2omment car"s for shy participants

Hand out cards to all participants at the *eginning ofthe session.

Participants can write comments on the cards and

hand them to the trainer at any time. concerns with the group or

pri,ately if necessary.

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3emonstration

Ask participants to practise a new skill by

showing what they have learnedto the

rest of the group. -uch demonstrations

allow learners to try out; new learning.

3"


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3rawing 4 illustration

Some participants learn *est through

,isual acti,ities. Consider illustrating a

conceptthrough a drawing rather thane-plaining it in words or ask participants

for a ,olunteer who could

illustrate what you ha,e,er*ally taught in a drawing.

3#


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5allery wal-

Post items for participants to re,iew around the training room.

Participants walk around the room re,iewing the displayed itemsor answering a 5uestion.


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5roup 6ee"bac-


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Pro7le 2ar"s 1ini casestu"ies

Pass out the case studies to groups.


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8bservation

Participants o*ser,e an acti,ity.

nce the acti,ity is concluded they

pro,ide feed*ack on positi,e and

negati,e *eha,iors.

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e*ection ()

6eflection allows participants to stop and thinka*out what they ha,e e-perienced.

6eflection helps

participants synthesise

new material and

connect it to theirown e-periences.

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e*ection (!)

ays to encourage reflectionDAi,e participants specific 5uestions to consider and ha,e

themD rite down their thoughts iscuss what they ha,e learned with other participants 'llustrate what they ha,e learned in a drawing @ake a plan on how to apply the new skills or knowledge

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Reflection helps participantsReflection helps participants

synthesise new material andsynthesise new material and

connect it to their own experiences.connect it to their own experiences.


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ole Playing

7ne person plays the role of the clinician

and another person plays the role of the

client.

The group observes

and provides

feedback on their

performance.

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9ilent or 8ut:%ou" ea"ing

Some people can learn *est *y

reading te-t.

Consider incorporating *rief periods of

silent or outloud reading into yourtrainings.

@ake reading fun and encourage acti,e reading *y

pro,iding a means for participants to interact with thete-t (e.g. graphic organi8ers 5uestions to answer or

space for notetaking).

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9torytelling ()

Earrate a story.

't could *e personal fictional apara*le an allegory a fa*le etc.

Fse the story as a way to open

a discussion

engage participants sharee-periences pose and > or sol,e

pro*lems and aid understanding.

4"


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The training room

*oom temperature, light, noise, etc.

-itting arrangements

Audiovisual *esources

"aterials

6ater, tea, coffee, ( snacks 6.3. locations

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The training room 9eatingarrangements for a lecture

%

1 !

2

G Trainer

G Participants


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The training room 9eatingarrangements for wor-ing groups

0

@

B


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;now your materialsaudiovisual or paper?#resentation >audiovisual or paper?

-ignin sheets-ignin sheets #repost assessments#repost assessments

Training satisfaction surveyTraining satisfaction survey


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ecommen"e" materials

"

6hite board and markers6hite board and markers

#ro'ector#ro'ector

&aptop or desktop computer&aptop or desktop computer

=ame tags=ame tags

3ertificates of completion3ertificates of completion

6ater, tea, coffee, snacks, etc.6ater, tea, coffee, snacks, etc.


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%ogistics

Take care of issues such as:

#articipants transportation needs

irections to the training center ( room #osting signs for the training

)etting your participants contact information

to send certificates, followup forms, etc. )etting directions to 6.3. >toilets?

#


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8nce participants are present()

1. 6elcome participants and introduce

yourself.

!. istribute name tags.

2. Ask participants to complete the pre

assessment. Allow about 1C1 minutes to

complete this task.

@. 3ollect preassessments.

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8nce participants are present(!)@. 0/plain your role in this training and your

e/perience in substance abuse treatment.

. Ask participants to introduce themselves

>if !C participants or less?

B. #resent the agenda >handouts?

D. -tart the training

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8nce the training is over ()

1. "ake sure you answer all participantsuestions

!. Ask participants to complete the Training

-atisfaction -urvey2. Ask participants to complete the post

assessment

@. 3ollect surveys and postassessment forms

. #rovide your contact information and a followup plan for uestions

B. Thank participantsfor their time

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!

Euestions and 3omments $Euestions and 3omments $


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Documents

How to Conduct Training