Zita Emmanuel

Health and Education Consultant

By the end of the session attendees will be able to:

Identify the skills of an effective trainer

Identify the principles of adult learning

Demonstrate an understanding of how to create and present a lesson

Explore classroom management techniques

Demonstrate an understanding of how to evaluate training

Role of an effective trainer Facilitate the move towards more self directed and

responsible learning

Foster the internal motivation to learn

Facilitate reflective learning opportunities

Increase awareness of their need for the information being taught

Facilitate the integration of knowledge and experience

Characteristics of an effective trainer

Confident but not arrogant

Professional

Respectful

Avid communicator

Patient

Nonjudgmental

Inclusive

Emotionally intelligent

Adaptable

Experienced

Positive mindset

Friendly /Approachable

Compassionate

Considerate

Able to interact with others

Lifelong learner

Skills of an effective trainer Able to teach to the

objectives

Willing to learn

Adaptable

Effective lesson planner

Solid presentation skills

Effective classroom management

Understands how people learn

Intuitive

Excellent facilitation skills - "Ask, Don't Tell".

Manage time effectively

Role modeling

Give clear, concise instructions

The training process Training Needs

Analysis

Training & Development

Objectives

Develop the

program

Implement the

program

Evaluate the

program

Theories of Learning Behaviourist theories – learning by association

Cognitive theories – learner is an information processor

Constructivist theories – learner is an information constructor

Humanist theories – people act with intention and values

Descriptive theories – moving from lower to higher level thinking

Behaviourist Theories Based on ‘stimulus – response’

Assumes the learner is passive

Learning by association Classical conditioning – Ivan Pavlov (1849-1936)

Stimulus - response

Operant conditioning – B F Skinner (1904-1990) Negative or Positive reinforcement

Social learning – Albert Bandura (1925-present)

Cognitive Theories Replaced behaviourist theories in the 1960s

Learner is an information processor

Attribution theory – Bernard Weiner (1935 – present)

Cognitive theory of Multimedia Learning – Richard Mayer (1947-present)

Attribution Theory

Behaviour is observed/perceived

Behaviour is determined to be

intentional

Behaviour is attributed to

internal/external cause

Cognitive Theory of Multimedia Learning

Learning is an active process

Two channels of processing information

Audio

Visual

‘People learn more deeply from words and pictures that from words alone’

Constructivist Theories Learning is an active and constructive process

Learner is an information constructor

People create their own subjective perspective of objective reality

New information is linked to prior knowledge

Learner brings past knowledge, experience and cultural factors to a situation

Discovery Learning Conceptualized by Jerome Bruner (1915-present)

Inquiry based instruction

Learners discovers facts and relationships for themselves

Foundation for:

Case based learning Problem based learning Simulation based learning Guided discovery Incidental learning

Discovery Learning Benefits Challenges

Encourages active participation

Promotes motivation

Promotes autonomy, responsibility and independence

Encourages the development of creativity and problem solving skills

Provides a tailored learning experience

Can cause information overload

Teachers may fail to detect problems and misconceptions

Problem Based Learning Originated in the 1960s in Canada (McMaster University Medical

School)

Hands on, active learning

Centered on investigation and resolution of real world problems

Pedagogical approach

Often used in higher education

Students are expected to apply knowledge to new situations

Benefits of PBL Challenges of PBL

Develops critical thinking skills

Develops creative skills

Improves problem solving skills

Increases motivation

Helps students transfer learning to new situations

Teachers need to assess and account for prior knowledge students bring to the classroom

May be difficult to cover as much material as a conventional lecture

May be difficult for the teacher to assume the role of facilitator

Humanist Theories Pedagogical approach

Emerged in the 1960s

Focuses on human freedom, dignity and potential

People act with intention and values

Aim to develop self actualized, autonomous people

Maslow’s Hierarchy of Needs

Experiential Learning David A Kolb (1939-present)

Built on Dewey’s work

‘Knowledge is created through the transformation of experience’

You may begin at any stage in the cycle but must follow each other in sequence

Experiential Learning (2) Do

(Concrete Experience)

Observe (Reflective

Observation)

Think (Forming abstract

concepts)

Plan (Testing in new situations)

Descriptive Theories Bloom’s Taxonomy

Benjamin S Bloom (1913-1999)

Learners move from lower level to higher level thinking

Bloom’s Taxonomy

Pedagogy Derived from the Greek meaning ‘child-leading’

Refers to the function or work of a teacher

Children learn:

Mainly through play

Directed learning

Structured – building on previous knowledge

Andragogy Derived from the Greek meaning ‘man-leading’

Defined by Malcolm Shepherd Knowles (1913-1997) in the 1970s

Teaching strategies focused on adults

Identified the 6 principles of adult learning

Andragogy-Pedagogy Combination of teacher directed and self directed

learning

Principles of Adult Learning Explain the reason for learning

Use the learners experiences as a resource to aid learning.

Involve learners in their education - planning and evaluation of

their instruction

New roles/responsibilities are usually the impetus for new learning – learning is more effective at this time

Problem solving can help with application of new knowledge

Adults respond better to internal rather than external stimuli

Honey and Mumford Model Peter Honey and Alan Mumford (1982)

Built on Kolb’s work

Identified 4 learning styles

Activist (enjoys the experience itself),

Reflector (spends a great deal of time and effort reflecting)

Theorist (good at making connections and abstracting ideas from experience)

Pragmatist (enjoys the planning stage)

Howard Gardner Multiple Intelligences Theory

Visual (spatial

Aural (auditory-musical)

Verbal (linguistic

Physical (kinesthetic

Logical (mathematical)

Social (interpersonal)

Solitary (intrapersonal)

Naturalist

Spiritual/Existential

Moral

VARK/VAK Model Usually used in Neurolinguistic Programming

Visual learners

Auditory learners

Tactile/kinesthetic learners

How Adults Learn Repetition

Reinforcement

Observation of others

Memory

Experience

Problem solving

Reflection and critical analysis – transformative learning

Integration and application of knowledge

Making links – networking information and ideas

Achievement - reward

FUN!!!

Instructional Media Audio

Music Speech

Tablets/laptops Video

YouTube

Whiteboards/Flipcharts Video Conferencing Guided discussion Imagery Brainstorming

Soap Operas/Sitcoms Games Demonstration Role play Pictures/Charts DVDs/CD-Roms Simulation Handouts Show and Tell Illustration Case study/Scenario

Why use media? Changes the climate/environment

Aids learning

Attracts attention

Develops interest

Promotes acceptance of new ideas

Choosing Media 101 Who is your audience?

What are you trying to teach?

What has been used before?

Has it been successful?

Can you adapt what has been used?

Resource constraints

Your personal attitudes and skill level

The time of the session

Is it a group you have taught before?

Is it practical?

Performance Objectives What are they? Why have them?

Also known as Key Performance Indicators (KPIs)

Simple written descriptions of what good performance in the job looks like

Specifies the outcome of the activity

Defines what good performance looks like

Contributes to the success of the unit

Provides focus for the learner and trainer

Reduces complacency

Steps to writing performance objectives

Use ‘SMART’

Specific

Measurable

Achievable

Realistic

Timely

Connect objective to wider company/organisational goals

Lesson Planning What is a Lesson Plan? Why you need one?

Detailed description of the course of instruction for one class

Follows a particular format identified by the organisation and trainer

Reflects the interests and needs of the learner

Focuses the learner and trainer

Highlights what evaluations will take place

Provides a map to what is being covered

Components of a Good Lesson Plan Title of the lesson

Time required to complete the lesson

List of required materials

List of objectives

The introduction (or lead-in, or bridge-in)

The sequence of events that make up the lesson

Independent practice

A summary

An evaluation component

A risk assessment

Analysis/Reflection

A continuity component

(Be flexible – ready to adjust as necessary)

Training Plans 101 Outlines who will deliver the training

States when and where the training will take place

Is a working document

2 types of training plans – strategic and course specific

Components of a Strategic Training Plan

Objectives

Target audience

Training material to be used

Schedule of training events

Implementation

Evaluation

Components of a Course Specific Training Plan

Must specify: the competencies to be obtained the time-frame for achieving the competencies the training to be undertaken the delivery modes to be employed the details (when, how and how much) of the time allocated

outside routine work duties is for off-the-job training who is responsible for the delivery and/or assessment of each

competency assessment details and arrangements a record of any recognised prior learning (RPL) the name of the qualification to be issued (if any) any other specific requirements e.g. additional support

Things to Consider Your audience

Size of the class

Length of the session – lengthy

Delivery of the material – voice tone, dry material, no variety

Physical needs – tired, hungry, bored, need the toilet, uncomfortable

Time of day – early morning, late afternoon, just after lunch etc.

Strategies and Techniques Use your normal voice – Don’t shout

Speak clearly and matter of fact when making a request

Use an inviting tone when asking a question

Use non-verbal cues and body language with disruptive students

Address issues swiftly and wisely

Have a well designed, engaging lesson (secret weapon)

What is Evaluation? A process of critical examination

Can be of a person (the trainer); the topic; the program; the strategy etc.

Why Evaluate Training Improve program design - It will help you improve training

for future participants.

It will help you confirm that you’re getting your training right

Demonstrate program impact - It will help you prove that the training is adding value.

Attracts development and funding - Informs future planning

Components of a Good Evaluation Tailored to the program

Builds on existing evaluation knowledge and resources

Is inclusive

Is honest

Can be replicated with similar results

Rating Scales A method that requires the rater to assign a value,

sometimes numeric, to the rated object, as a measure of some rated attribute.

It is subjective

More effective when there is a numerical value and wording that corresponds e.g. 10 means ‘strongly agree’

It is a quick assessment

Also known as a rubric – used in marking exams – more analytical

Can be adapted from another rating scale

Components of a Good Rating Scale

Define what you want to measure

Define the population you want to assess

Test your questions on a sample of your population

Have enough numbers to accommodate people who do not want to fill the survey

References Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf

Publishing Company, Book Division

McGill, I & Beaty, L 1995 Action Learning, second edition: a guide for professional, management and educational development Kogan Page, London.

Pogson, P. & Tennant, M. 1995 'Understanding Adults' in Foley, G. ed. Understanding adult education and training, St Leonards, Allen & Unwin, pp.20-30.

Taylor Harold 2014 How To Increase The Effectiveness Of Your Training Harold Taylor & Bookboon.com http://bookboon.com/en/how-to-increase-the-effectiveness-of-your-training-ebook

Bookboon.com

Businessballs.com

Mindtools.com