How do you see training?

AS A TRAINER  ---

 What  type of training do you give?

            Why do you train?

                Whom do you train?

                        How do you train? (Method)

I see learning as….

AS A LEARNER:

       I enjoy learning most subjects or courses on…

            I hate it when I have to learn …

                I learn best when …

                        I do not learn at all when …

Learning becomes boring and dull to me when …

Learning becomes enjoyable to me when …

What type of training do you give?

·        TECHNICAL

·        CONCEPTUAL                

·        SOCIAL     

·        PERSONAL

Why do you train?

·        To create awareness           

·        To inform/educate                    

·        To shift an attitude                  

·        To develop skills/habits        

·        To create a change

Whom do you train?

·        Kids/adults        

·        Leaders/managers/workers  

·        Professionals/techies    

·        Other beings

How do you train?

·        Fishbowls

·        Lectures

·        Role plays

·        Group discussions

·        Case studies

·        Hands-on practice

·        Feedback/critique

·        Demos

·        Journalizing

·        Reflection

·        Structured learning activities

Training plan options

Strategize how you will

·        entice learners

·        execute the design

·        enhance the learning

·         outcomes

Developing a training program

·        Test it

·        Do it

·        Run it

·        Learn from it

Myths

·        There is only one way to teach a subject or course.

·        This ONE way will apply to all types of individuals who have to learn this one concept or skill.

·        Training is easy to do, as long as you are the expert in the field, you can teach it. 

·        Learning can be forced. Reward them if they show they know. Bop them on the head if they don’t learn as fast as you want them to.

Training realities

Learning is a process that involves…

·        Physical

·        Intellectual

·        Emotional

·        Volitional

….capacity of the learner

Capacity of the learner

·        The mental state of the learner is a determinant in the CAPACITY and SPEED OF LEARNING.

·        The  SELF ESTEEM, STRESS LEVEL, LEARNING STYLE, AND MOTIVATION of the learner is a fundamental concern in training.

·        All  trainees  can learn  but NOT ALL CAN BE TAUGHT USING ONE TRAINING STYLE.

·        A TRAINEE-CENTERED INSTRUCTIONAL APPROACH must have a fundamental respect for the RIGHTS,  CULTURE, HISTORY, of the TRAINEE.

Instructional model

Learning is complex  and uniquely  different for each learner, therefore, instructional models must cater to the ---

·        SENSES

·        LEARNING MODES and

·        INTELLIGENCES

Of the learner

Traditional Intelligences

Loooooooong ago …

People thought there were only two kinds of INTELLIGENCES TO DEVELOP:

·        Numerical

·        Linguistic

Multiple intelligences

Then not so loooooooong ago, a man named  HOWARD GARDNER said that there were MULTIPLE INTELLIGENCES…

·        Numerical

·        Linguistic

·        Visual

·        Kinesthetic

·        Interpersonal

·        Intrapersonal

·        Musical

Additional Intelligences

Now …. There are still some additions to the list:

·        NATURALIST INTELLIGENCE…

·        SPIRITUAL INTELLIGENCE…

·        EXISTENTIAL INTELLIGENCE…

·        SEXUAL INTELLIGENCE…

·        AND GOD KNOWS WHAT INTELLIGENCE

Learning styles

In a way, the study of intelligences gave rise to the study of different learning styles …

In Neuro-Linguistic Programming:

·        VISUAL

·        AUDITORY

·        KINESTHETIC

In Accelerated Learning:

·        Somatic

·        Auditory

·        Visual

·        Intellectual

Accelerated Learning

·        Somatic – learning by moving and doing

·        Auditory – learning by talking and hearing

·        Visual – learning by observing and picturing

·        Intellectual – learning by problem solving and reflection

·        Building models of processes

·        Physical manipulation of components/demos

·        Structured learning activities and games

·        Outdoor exercises

·        Creating pictograms and peripherals

·        Acting Out/Roleplays

·        Doing  projects

·        Field tripping/drawing/writing/moving

·        Combining methods that integrate all styles

Stimulating Auditory learning

·        Reading out concepts aloud from manuals/computer screens

·        Rephrase a concept and record it – listen several times

·        Compose rap or music about a concept

·        Create their own newscast about what they have learned/tell stories

·        Repetition of a concept but spoken in different tones, rhythm or cadence

Stimulating Visual learning

·        Picturesque language (metaphors and analogies)

·        Graphics presentations/drawings/creation of visual aids

·        Making 3 dimensional objects

·        Dramatic body language

·        Writing a poem, an essay or telling a story/cartooning/icons

·        Field observations/

·        Mental imagery

Stimulating Intellectual Learning

·        Solving problems

·        Analyzing experiences

·        Doing strategic planning

·        Brainstorming

·        Accessing and distilling information

·        Formulating questions and research

·        Creating mental models

·        Applying new ideas on the job

·        Thinking through the implications of an idea

Final Tips  -- keys To Effective Training

Remember that there are four phases to training:

·        Preparation (arousal of interest)

·        Presentation (initial encounter of new knowledge/skill)

·        Practice (integration of new knowledge/skill)

·        Performance (application of new knowledge/skill to real-world situations)

Preparation

BE CONSCIOUS OF:

·        What  & WHY you want to teach, HOW & WHERE you will teach (Your results-Org’l results)

·        The interest, needs, learning styles, competencies of the learner & resistance

·        Environment for learning and maintenance

GET A FEEL OF THE BARRIERS TO LEARNING

HAVE OPTIONS READY TO SWITCH TRAINING TECHNIQUES (VARIETY AND NEED)

Presentation

·        Consider that there is more than 1 way to teach a skill or concept.

·        Expose trainees to:  collaborative knowledge sharing,  observations of real world, interactive presentations, DEMOS, games, graphics, team-based, dyadic learning, discovery exercises, problem solving, simulation, and so on.

·        WHAT YOU THINK IS THE BEST WAY TO TEACH may not necessarily match the LEARNING STYLE OF THE TRAINEES….

Practice

The training techniques  you use SHOULD MATCH:

·        the Learning styles,

·        the results you want to get,

·        the concept or skill you are teaching with the real-world conditions.

IT IS MATCHING & INTEGRATING THE CONTEXT OF THE TRAINEE/LEARNER WITH THE CONTENT.

Performance

This involves planning and strategizing how

            the learning sticks and

            Is applied successfully.

     Make provisions for immediate real-world application, creating & executing action plans, follow-through reinforcement activities, on-going coaching, performance evaluation and feedback, peer support, supportive organizational and environmental changes.

Reasons why learning fails to stick

O  No immediate need to apply knowledge or skill

O   No support system to reinforce learning on the job

O  The company culture or work situation is antithetical to the new learning

O   No rewards for successfully applying the new learning

O   No/unclear consequences for not applying the new learning

O  No time to integrate and apply new knowledge or skill

Summary

Learning is the process of turning

experience into knowledge,

knowledge into understanding,

understanding into wisdom,

and wisdom into action.