Learning Process, Training Climate, Development and Designing Training Modules

Subject: MBA/3305/H -
Management of Training &
development.(MTD)
Unit-III

• Learning Process
• Training climate
• Development and Designing Modules

Learning Process
To learn is to acquire knowledge or skill. Learning also may
involve a change in attitude or behavior. Children learn to
identify objects at an early age; teenagers may learn to
improve study habits; and adults can learn to solve
complex problems. In any business or industry need to
acquire the higher levels of knowledge and skill, including
the ability to exercise judgment and solve problems. The
challenge for the trainer to understand how people learn,
and more importantly, to be able to apply that knowledge
to the learning environment. The branch of psychology
directly concerned with how people learn.

Learning Theory
Learning theory may be described as a body of principles
advocated by psychologists and educators to explain how
people acquire skills, knowledge, and attitudes. Various
branches of learning theory are used in formal training
programs to improve and accelerate the learning process.
Key concepts such as desired learning outcomes,
objectives of the training, and depth of training also apply.
When properly integrated, learning principles, derived
from theories, can be useful to instructors and developers
of instructional programs for every level of employees in
the organization.

Over the years, many theories have attempted to explain
how people learn. Even though psychologists and
educators are not in complete agreement, most do agree
that learning may be explained by a combination of two
basic approaches:
•Behaviorism theory approach and
•Cognitive theory approach

Behaviorism theory approach-
Behaviorists believe that animals, including humans, learn
in about the same way. Behaviorism stresses the
importance of having a particular form of behavior
reinforced by someone, other than the student, to shape
or control what is learned. In training, the instructor
provides the reinforcement. Frequent, positive
reinforcement and rewards accelerate learning. This
theory provides the instructor with ways to manipulate
trainees with stimuli, induce the desired behavior or
response, and reinforce the behavior with appropriate
rewards. In general, the behaviorist theory emphasizes
positive reinforcement rather than no reinforcement or
punishment.

Other features of behaviorism are considerably more
complex than this simple explanation.
As an instructor, it is important to keep in mind that
behaviorism is still widely used today, because controlling
learning experiences helps direct students toward specific
learning outcomes.

Cognative Theory
Much of the recent psychological thinking and
experimentation in education includes some facets of the
cognitive theory. This is true in basic as well as more
advanced training programs.
Unlike behaviorism, the cognitive theory focuses on –
what is going on inside the student's/trainees mind.
Learning is not just a change in behavior; it is a change in
the way a student/trainee thinks, understands, or feels.

Major theories of cognitive theory-
There are several branches of cognitive theory. Two of the
major theories may broadly be classified as-
1. The information processing model:
This theory says that the student's brain has internal
structures which select and process incoming material,
store and retrieve it, use it to produce behavior, and
receive and process feedback on the results.
This involves a number of cognitive processes, including
executive functions of recognizing expectancies, planning
and monitoring performance, encoding and chunking
information, and producing internal and external
responses.

2. The social interaction model:
The social interaction theories gained prominence in the
1980s. They stress that learning and subsequent changes in
behavior take place as a result of interaction between the
student and the environment. Behavior is modeled either by
people or symbolically. Cultural influences, peer pressure,
group dynamics, and film and television are some of the
significant factors. Thus, the social environment to which the
student is exposed demonstrates or models behaviors, and
the student cognitively processes the observed behaviors
and consequences. The cognitive processes include
attention, retention, motor responses, and motivation.
Techniques for learning include direct modeling and verbal
instruction. Behavior, personal factors, and environmental
events all work together to produce learning.

Both models of the cognitive theory have common
principles. For example, they both acknowledge the
importance of reinforcing behavior and measuring
changes. Positive reinforcement is important, particularly
with cognitive concepts such as knowledge and
understanding. The need to evaluate and measure
behavior remains because it is the only way to get a clue
about what the student understands. Evaluation is often
limited to the kinds of knowledge or behavior that can be
measured by a paper-and-pencil exam or a performance
test. Although psychologists agree that there often are
errors in evaluation, some means of measuring student
knowledge, performance, and behavior is necessary.

Combined Approach
Both the behavioristic and the cognitive approaches are
useful learning theories.
A reasonable way to plan, manage, and conduct training is
to include the best features of each major theory. This
provides a way to measure behavioral outcomes and
promote cognitive learning.

Definition of Learning
The ability to learn is one of the most outstanding human
characteristics. Learning occurs continuously throughout a
person's lifetime.
To define learning, it is necessary to analyze what happens
to the individual. For example, an individual's way of
perceiving, thinking, feeling, and doing may change as a
result of a learning experience.
Thus, learning can be defined as a change in behavior as a
result of experience. This can be physical and overt, or it
may involve complex intellectual or attitudinal changes
which affect behavior in more subtle ways.

Characteristics of Learning
In spite of numerous theories and contrasting views,
psychologists generally agree on many common
characteristics of learning.
Instructors need a good understanding of the general
characteristics of learning in order to apply them in a
learning situation. lf learning is a change in behavior as a
result of experience, then instruction must include a careful
and systematic creation of those experiences that promote
learning. This process can be quite complex because, among
other things, an individual's background strongly influences
the way that person learns. To be effective, the learning
situation also should be purposeful, based on experience,
multifaceted, and involve an active process.

1. Learning is Purposeful
Each student sees a learning situation from a different
viewpoint. Each student is a unique individual whose past
experiences affect readiness to learn and understanding of
the requirements involved. For example, an instructor may
give two students the assignment of learning certain
inspection procedures. One student may learn quickly and
be able to competently present the assigned material. The
combination of an background and future goals may
enable that student to realize the need and value of
learning the procedures. A second student's goal may only
be to comply with the instructor's assignment, and may
result in only minimum preparation. The responses differ
because each student adds in accordance with what he or
she sees in the situation.

Most people have fairly definite ideas about what they
want to do and achieve. Their goals sometimes are short
term, involving a matter of days or weeks. On the other
hand, their goals may be carefully planned for a career or
a lifetime. Each student has specific intentions and goals.
Some may be shared by other students. Students learn
from any activity that tends to further their goals. Their
individual needs and attitudes may determine what they
learn as much as what the instructor is trying to get them
to learn.
In the process of learning, the student's goals are of
paramount significance. To be effective, instructors need
to find ways to relate new learning to the student's goals.

2. Learning is a Result of Experience
Since learning is an individual process, the instructor
cannot do it for the student. The student can learn only
from personal experiences; therefore, learning and
knowledge cannot exist apart from a person. A person's
knowledge is a result of experience, and no two people
have had identical experiences. Even when observing the
same event, two people react differently; they learn
different things from it, according to the manner in which
the situation affects their individual needs. Previous
experience conditions a person to respond to some things
and to ignore others.

All learning is by experience, but learning takes place in
different forms and in varying degrees of richness and
depth. For instance, some experiences involve the whole
person while others may be based only on hearing and
memory. Instructors are faced with the problem of
providing learning experiences that are meaningful,
varied, and appropriate. As an example, students can learn
to say a list of words through repeated drill, or they can
learn to recite certain principles of flight by rote. However,
they can make them meaningful only if they understand
them well enough to apply them correctly to real
situations. If an experience challenges the students,
requires involvement with feelings, thoughts, memory of
past experiences, and physical activity, it is more effective
than a learning experience in which all the students have
to do is commit something to memory.

It seems clear enough that the learning of a physical skill
requires actual experience in performing that skill. Student
pilots learn to fly aircraft only if their experiences include
flying them; employees learn to renovate power plants
only by actually performing that task.
Mental habits are also learned through practice. If
students are to use sound judgment and develop decision-
making skills, they need learning experiences that involve
knowledge of general principles and require the use of
judgment in solving realistic problems.

3. Learning is Multifaceted
If instructors see their objective as being only to train
their students' memory and muscles, they are
underestimating the potential of the teaching situation.
Students may learn much more than expected if they fully
exercise their minds and feelings. The fact that these items
were not included in the instructor's plan does not prevent
them from influencing the learning situation.

•Verbal,
•Conceptual,
•Perceptual,
•Motor,
•Problem solving, and
•Emotional.
•Intellectual skills,
•Cognitive strategies, and
•Attitudinal changes,
Along with descriptive
terms like-
•Surface or
•Deep learning
Psychologists sometimes classify learning by
types, such as-

However useful these divisions may be, they are
somewhat artificial. For example, a class learning to apply
the scientific method of problem solving may learn the
method by trying to solve real problems. But in doing so,
the class also engages in verbal learning and sensory
perception at the same time. Each student approaches the
task with preconceived ideas and feelings, and for many
students, these ideas change as a result of experience.
Therefore, the learning process may include verbal
elements, conceptual elements, perceptual elements,
emotional elements, and problem solving elements all
taking place at once.

Learning is multifaceted in still another way. While
learning the subject at hand, students may be learning
other things as well. They may be developing attitudes
about product or bad-depending on what they experience.
Under a skillful instructor, they may learn self-reliance.
This type of learning is sometimes referred to as
incidental, but it may have a great impact on the total
development of the learner.

4. Learning is an Active Process
Students do not soak up knowledge like a sponge absorbs
water. The instructor cannot assume that students
remember something just because they were in the
classroom, shop, or airplane when the instructor
presented the material. Neither can the instructor assume
that the students can apply what they know because they
can quote the correct answer word for word.
For students to learn, they need to react and respond,
perhaps outwardly, perhaps only inwardly, emotionally, or
intellectually. But if learning is a process of changing
behavior, clearly that process must be an active one.

Learning Styles
Learning style is a concept that can play an important role
in improving instruction and student success.
It is concerned with student preferences and orientation
at several levels.
For example, a student's information processing
technique, personality, social interaction tendencies and
the instructional methods used are all significant factors
which apply to how individual students learn.
In addition, today's culturally diverse society, including
international students and their learning methods, must
be considered.

The key point is that all students are different, and training
programs should be sensitive to the differences. Some
students are fast learners and others have difficulties; and,
as already mentioned, motivation, experience, and
previous training affect learning style.
Any number of adjectives may be used to describe
learning styles.
Some common examples of learning styles include:
• Right/Left brain
• Holistic/Serialist
• Dependent/Independent
• Reflective/Impulsive

1. Right / Left Brain
In general, those with right-brain dominance are
characterized as being spatially oriented, creative,
intuitive, and emotional.
Those with left-brain dominance are more verbal,
analytical, and objective.
However, the separate hemispheres of the brain do not
function independently. For example, the right
hemisphere may recognize a face, while the left associates
a name to go with the face.

Learning style differences certainly depend on how
students process information. Some rely heavily on visual
references while others depend more on auditory
presentations. For example, visual students learn readily
through reading and graphic displays, and auditory
students have more success if they hear the subject
matter described. Another difference is that some learn
more easily when an idea is presented in a mathematical
equation, while others may prefer a verbal explanation of
the same idea. In addition, where hands-on activities are
involved, students also learn by feel. This is sometimes
called kinesthetic learning.

2. Holistic / Serialistic style
In the holistic/serialistic theory, the holist strategy is a top-
down concept where students have a big picture, global
perspective. These students seek overall comprehension,
especially through the use of analogies.
In contrast, the serialist student focuses more narrowly
and needs well-defined, sequential steps where the overall
picture is developed slowly, thoroughly, and logically.
Serialistic is a bottom-up strategy.
Two additional information processing classifications
describe deep-elaborative and the shallow-reiterative
learners. Testing practices which demand comprehension,
rather than a regularization of facts, obviously encourage
students to adopt a deep-elaborative learning style.

As indicated, personality also affects how students learn.
Dependent students require a lot of guidance, direction, and
external stimulation. These students tend to focus on the
instructor. The more independent students require only a
minimum amount of guidance and external stimulation. They
are not overly concerned with how the lesson is presented.
3. Dependent / Independent approach

4. Reflective /Impulsive
Students with a reflective-type learning style
may be described as tentative. They tend to
be uncertain in problem-solving exercises. The
opposite applies to impulsive students.
Typically, they dive right in with enthusiasm
and are prone to make quick, and sometimes
faulty, decisions.

Some generalizations about these classifications indicate
that compliant students are typically task oriented, and
anxious-dependent students usually score lower than others
on standardized tests. Discouraged students often have
depressed feelings about the future, and independent
students tend to be older, intelligent, secure, and
comfortable with the academic environment. Attention
seekers have a strong social orientation and are frequently
involved in joking, showing off, and bragging. In contrast,
silent students usually are characterized by helplessness,
vulnerability, and other disconcerting behaviorisms.

Other studies identify more categories that are easily
recognized. Among these are collaborative, sharing
students who enjoy working with others, and competitive
students who are grade conscious and feel they must do
better than their peers. Participant students normally have
a desire to learn and enjoy attending class, and avoidant
students do not take part in class activities and have little
interest in learning.
The existing learning environment also influences learning
style. In real life, most students find it necessary to adapt
to a traditional style learning environment provided by a
school, university, or other educational/training
establishment. Thus, the student's learning style may or
may not be compatible.

Instructors who can recognize student learning style
differences and associated problems will be much more
effective than those who do not understand this concept.
Also, these instructors will be prepared to develop
appropriate lesson plans and provide guidance,
counseling, or other advisory services, as required.

How people learn?
Initially, all learning comes from perceptions
which are directed to the brain by one or
more of the five senses: sight, hearing, touch,
smell, and taste. Psychologists have also
found that learning occurs most rapidly when
information is received through more than
one sense.

Combination of one or more senses improves learning-

Rote: The ability to repeat
something back which was
learned, but not understood
Understanding: To
comprehend or grasp the
nature or meaning of
something
Application: The act of
putting something to use
that has been learned and
understood
Correlation: Associating
what has been learned,
understood and applied
with previous or
subsequent learning

Lecture - 3
Domains of Learning

Domains of Learning
Besides the four basic levels of learning, educational
psychologists have developed several additional levels.
These classifications consider what is to be learned. Is it
knowledge only, a change in attitude, a physical skill, or a
combination of knowledge and skill? One of the more
useful categorizations of learning objectives includes
three domains:
• Cognitive domain (knowledge),
• Affective domain (attitudes, beliefs, and values), and
• Psychomotor domain (physical skills).

Each of the domains has a hierarchy of
educational objectives.
The listing of the hierarchy of objectives is
often called a taxonomy.
A taxonomy of educational objectives is a
systematic classification scheme for sorting
learning outcomes into the three broad
categories (cognitive, affective, and
psychomotor) and ranking the desired
outcomes in a developmental hierarchy from
least complex to most complex.

Domains of learning
1. Cognitive domain:
The cognitive domain, described by Dr. Benjamin Bloom, is one of
the best known educational domains. It contains additional levels
of knowledge and understanding and is commonly referred to as
Bloom's taxonomy of educational objectives.
Example: In aviation, educational objectives in the cognitive
domain refer to knowledge which might be gained as the result
of attending a ground school, reading about aircraft systems,
listening to a preflight briefing, reviewing meteorological reports,
or taking part in computer-based training. The highest
educational objective level in this domain may also be illustrated
by learning to correctly evaluate a flight maneuver, repair an
airplane engine, or review a training syllabus for depth and
completeness of training.

Blooms Hierarchical taxonomy for
the cognitive domain

2. Affective Domain
The affective domain may be the least understood, and in many
ways, the most important of the learning domains. A similar
system for specifying attitudinal objectives has been developed
by D.R. Krathwohl. Like the Bloom taxonomy, Krathwohl's
hierarchy attempts to arrange these objectives in an order of
difficulty.
Since the affective domain is concerned with a student's
attitudes, personal beliefs, and values, measuring educational
objectives in this domain is not easy. For example, how is a
positive attitude toward safety evaluated? Observable safety-
related behavior indicates a positive attitude, but this is not like a
simple pass/fail test that can be used to evaluate cognitive
educational objective levels. Although a number of techniques
are available for evaluation of achievement in the affective
domain, most rely on indirect inferences.

Krathwohl’s hierarchical taxonomy for
affective domain (Attitude, Belief, value)

3. Psychomotor Domain
There are several taxonomies which deal with the psychomotor
domain (physical skills), but none are as popularly recognized as
the Bloom and Krathwohl taxonomies. However, the taxonomy
developed by E.J. Simpson also is generally acceptable.
Example: Psychomotor or physical skills always have been
important in aviation. Typical activities involving these skills
include learning to fly a precision instrument approach
procedure, programming a (Graphic protocol system) GPS
receiver, or using sophisticated maintenance equipment. As
physical tasks and equipment become more complex, the
requirement for integration of cognitive and physical skills
increases.

Simpson’s hierarchical taxonomy for
the Psychomotor Domain

Training Climate
Simply stated, ‘climate’ is what it feels like to work
somewhere, how motivating that is, and consists of six
clear elements;
•Clarity,
•Commitment,
•Standards,
•Responsibility,
•Recognition and
•Teamwork
- all of which can be measured and managed.

MEANING OF CLIMATE
Various influences in an organization that can
affect the effectiveness of the formal and
informal training. Although many variables
may influence the effectiveness of the training
and development efforts, the organization's
training climate appears to be playing an
important role.

THE ELEMENTS WHICH MAKE THE
TRAINING CLIMATE :
A. Managerial Support (MS):
1.Supervisors give recognition and credit to those who apply
new knowledge and skills to their work.
2.Supervisors match associates’ needs for personal and
professional development with opportunities to attend
training.
3.Independent and innovative thinking are encouraged by
supervisors.
4.Top management expects high levels of performance at all
times.
5. Top management expects continuing technical excellence
and competence.

B. Job Support (JS):
1. Gaining new information about ways to perform work
more effectively is important in the organization.
2. Job assignments are designed to promote personal
development.
3. Learning new ways of performing work is valued in the
organization.
4. Work assignments include opportunities to learn new
techniques and procedures for improving performance.
5. There is a strong belief that continuous learning is
important to successful job performance.

C. Organizational Support (OS):
1. There is a performance appraisal system that ties
financial rewards to use of newly acquired
knowledge and skills.
2. The organization offers excellent training programs.
3. Employees are provided with resources necessary
to acquire and use new knowledge and skills.
4. There are rewards and incentives for acquiring and
using new knowledge and skills in one’s job.
5. The organization rewards employees for using
newly acquired knowledge and skills on the job.

Lecture - 4
Creating Training Climate

HOW TO CREATE A TRAINING CLIMATE IN
THE TRAINING ROOM:
1.ENABLING OBJECTIVES
• Identify characteristics of how people learn
• Explain how groups form and develop
• Use effective presentation skills
• Introduce a presentation
• Use questioning techniques
• Summarize a presentation

2.CHARACTERISTICS OF LEARNERS
• Require learning to be relevant
• Are highly motivated if they believe learning is relevant
• Need participation and active involvement in the learning
process
• Desire a variety of learning experiences
• Desire positive feedback
• Have personal concerns and need an atmosphere of safety
• Need to be recognized as individuals with unique
backgrounds, experiences and learning needs
• Must maintain their self-esteem
• Have high expectations for themselves and their trainer
• Have personal needs that must be taken into consideration

3. INVOLVING PARTICIPANTS
• Allowing participants to provide input regarding
schedules, activities and other events
• Questioning and feedback
• Brainstorming and discussions
• Hands-on work
• Group and individual projects
• Classroom activities

4.USE A VARIETY OF METHODS
• Audiovisual aids
• Illustrated lectures
• Demonstrations
• Brainstorming
• Small group activities
• Group discussions
• Role plays and case studies
• Guest speakers

5.USE THE POSITIVE FEEDBACK
• Give verbal praise either in front of other
participants or in private
• Use positive responses during questioning
• Recognize appropriate skills while coaching
• Let the participants know how they are
progressing toward achieving learning objectives

6.TREAT PARTICIPANTS AS INDIVIDUALS
• Use participant names as often as possible
• Involve all participants as often as possible
• Treat participants with respect
• Allow participants to share information with
others

7.MAINTAIN SELF-ESTEEM
• Reinforce those practices and beliefs
embodied in the course content
• Provide corrective feedback in an appropriate
manner
• Provide training that adds to their sense of
competence and self-esteem
• Recognize participants’ own career
accomplishments

8.INDIVIDUALS BECOME GROUP
• They share a common purpose
• They share a common experience in
attending the course
• Each member’s contributions and questions
are valued and respected
• An open and trusting climate develops
• The members pay attention to how they work
together

9.UNDERSTAND GROUP DYNAMICS
• Observe
• Develop increased awareness
• Discuss observations with co-trainers
• Develop options to support the group

10.TO MOVE TOWARDS LEARNING GOALS
• Structure
• Direction
• Leadership

11.EFFECTIVE PRESENTATION SKILLS
• Follow a plan and use trainer’s notes
• Communicate in a way that is easy to understand
• Maintain eye contact with participants
• Project your voice
• Avoid the use of slang or repetitive words, phrases or gestures
• Display enthusiasm
• Move around the room
• Use appropriate audiovisuals
• Be sure to ask both simple and more challenging questions
• Provide positive feedback
• Use participant names
• Display a positive use of humor
• Provide smooth transitions between topics
• Be an effective role model

12.PURPOSE OF INTRODUCTION
• Capture interest
• Make participants aware of the trainer’s
expectations
• Help foster a positive training climate

13.INTRODUCTION TECHNIQUES
• Reviewing the objectives
• Asking a series of questions about the topic
• Relating the topic to previously covered content
• Sharing a personal experience
• Relating the topic to real-life experiences
• Using a case study or problem-solving activity
• Using a videotape or other audiovisual aid
• Using an imaginative transparency
• Making a provocative statement
• Giving a classroom demonstration
• Using a content expert
• Using a game, role play or simulation
• Relating the topic to future work experiences

14.QUESTIONING TECHNIQUES
• Ask a question of the entire group
• Target the question to a specific participant
• State the question, pause and then direct the
question to a specific participant
• The key in asking questions is to avoid a
pattern
• Use participant names during questioning
• Repeat a participant’s correct response
• Provide positive reinforcement

15.PARTICIPANTS RESPONSES
• Use participant names during questioning
• Repeat a participant’s correct response
• Provide positive reinforcement

16. AT THE END
• *SEEK FEEDBACK, BOTH FORMAL/INFORMAL.

CASE STUDY 1:
HOW AND WHY PEOPLE LEARN
The Integrated Health Project
You have been contracted by an international donor agency to
conduct a training course for branch managers in a region of a
country. Your first meetings have been with the local government
health ministry staff who have outlined the need for strengthening of
the project’s Management Information Services (MIS). Initial
discussions have included some discussion of the nature of the
problem and you arrive at the training course aware that the donors
and the local government wish to have more accurate reporting from
the field and that your training will focus on the role of mid-
managers in the delivery of health services. However, during the
opening ceremony, the project coordinator makes several angry
remarks about the lack of professionalism among management staff
and threatens their job security if they don’t do well in the training
and “clean up” the mess in the reporting system.

Questions:
1. Summarize the case.
2. Why the need of the training is arise?
3. What can be the effect of Project Manager’s
remark?
4. As a trainer, how will you handle the
situation?

HOW AND WHY PEOPLE LEARN
The Integrated Health Project
• Need of International donor agency to conduct a training course for
mid-managers in a region of a country.
• First meeting arranged with local government health ministry staff.
• Local government health ministry staff have outlined the need for
strengthening of the project’s Management Information Services (MIS).
• Problem identified by the local government that reporting system
should become more accurate.
• The reporting system was under the control of mid-managers as they
were delivering the health services.
• During opening ceremony, the project coordinator makes rude remarks
against mid managers.
• He declared that if they have not improved their job will be in danger.
He added that mid-managers are not showing their professionalism.
• Finally he declares if they don’t do well in the training and improve the
reporting system, they have to loose the job.

CASE STUDY - 2:
CREATING A POSITIVE TRAINING CLIMATE
The City Health Department
You have traveled to a city to provide training to 15 staff
members of the city health department in QA training
skills. The course will involve some large group
discussions as well as working in smaller teams. Many of
the participants also have arrived early. When you go to
set up the room, several of them accompany you and
offer to help. You enter the room to find long rows of
tables, all facing the front of the room where a podium
is placed on a raised platform. The room is designed for
groups of 60 to 100 people and the tables are
positioned in the center of a very large room.

Questions:
1. Note down the problems of trainer.
2. What is the effect of presence of trainees
and helping to trainer in designing the
training room?
3. How trainer will create a positive training
climate?

• The total no. of trainees are 15 of the city health
department.
• The training topic was to improve the Question/Answer skill.
• It was planned to conduct large group discussions.
• It was also decided to discuss how to work in smaller teams.
• During setup of training room many participants were
present and also extended their help in organizing
/designing the room.
• You find, long rows of tables, all facing the front of the
room.
• Podium was placed on the Dias.
• The room capacity was for 60 to 100 people.
• The tables were placed in the centre of the room.

CASE STUDY 3:
The Health District
You are providing a 1-week training course on “Setting and
Communicating Standards” for nurse-midwives in a health district.
The participants are traveling from throughout the district. One bus
with 12 participants breaks down on the way to the course and the
group is stranded for most of the afternoon in the severe heat of the
day. They arrive at the training center 4 hours late, very tired, hot
and angry. You have delayed the beginning of your training and the
six other participants have waited with you. The agenda is very full
for the week and you are now worried about covering all of the
material. When the 12 delayed people come into the room, several
of the others immediately question them about why they have kept
everyone waiting so long.

The Health District
A training for 18 participants is arranged.
The duration of training is 1-week
Topic of training course is on “Setting and Communicating Standards”
Training was for nurse-midwives in a health district.
One bus with 12 participants breaks down on the way to the course
and the group is stranded for most of the afternoon in the severe
heat of the day. They arrive at the training center 4 hours late, very
tired, hot and angry. You have delayed the beginning of your training
and the six other participants have waited with you. The agenda is
very full for the week and you are now worried about covering all of
the material. When the 12 delayed people come into the room,
several of the others immediately question them about why they
have kept everyone waiting so long.

CASE STUDY 4:
The Ministry of Health
You have prepared a training course for 18 staff members
of the Ministry of Health in “Quality Assurance Awareness.”
You receive a list of the participants and their positions at
the beginning of the course and become aware that there
is considerable diversity within the group. It becomes
obvious that there are very senior staff members as well as
several junior ones. When the participants arrive, the
women sit separately from the men and the younger staff
members obviously show great respect for the four older
and wait for them to initiate discussion or to lead the group
in responding to suggestions or questions.

Lecture - 7
Developing and Designing
Training Module

How to Prepare
A Basic Training Module

Steps to Design Training module
• Need Assessment
• Training Implementation
• Training Development
• Knowing Learners / Trainees'
• Training Design

Designing a Training
Module
• What is the gap
between what they
know and what they
need to know?
NEEDS ASSESSMENT:
• What are the
learners job
related
needs?
• What existing
knowledge do
they have?

Designing a Training Module
Training Implementation • Are the selected
trainers ready to
do the training
• Are all training
resources prepared
and details
regarding the
training
addressed?
Training Development
• What content
needs to be
created
• What appropriate
activities need to
be developed?
• What formative
and evaluation
instruments need
to be created?

The Learners
• What do they
expect?
• What do they
need?
• How can
training meet
their learning
needs?
• How can I as a
trainer help
them meet
learning needs?

Training Design
• What kind of
training plan
needs to be
created?
• What learning
outcomes will
meet the
learners’ needs?
• What resources
are available?
• What are some
potential
challenges to
this training?

Use the “ADD” Concept
• Assessment: What do your
learners need to know to
accomplish job-related tasks?
• Design: What will your
training module look like?
• Development: What content,
learning methods, and
resources will you need?

Assessment (Characteristics of Learners)
• Need to know: The learners want training delivered when
“THEY” need it, when they are ready and wanting to
progress to a new task or a new stage
• Self Concept: The learners have a desire to be recognized
by instructor as independent and self directed
• Life Experience: The learners expect the instructor to
recognize their prior accomplishments and knowledge
• Task centered and Practical: The learners feel that the
training should help them meet job related needs
• Internally Motivated: The Learners want to be largely (but
not exclusively) driven by internal rewards and not, for e.g.,
grades or marks.

Design
• Trainer Notes: Detailed explanation with questions from
students and trainer
• Class Discussion: Conversation with questions posed to
elicit thoughtful responses from learners
• Games: Competitive activities that allows learners to
test their knowledge and skill in the subject.
• Small Group Exercises: 4-6 people answering questions
or solving problems together
• Role Plays: Smaller groups designed for more intense
discussion and problem solving

Design (Cont’d….)
• Instructional Plan: An instructional plan is a map
that outlines the design of your training module
and includes the following
• Training Program Title
• Overall Description of the Training
• Learning Outcomes
• Length of Training
• Target Learners
• Overall Format for Training
• Participant Requirements
• Instructional Material and Aids
needed
• Logistical Issues
• Content Outline, including:
– Major Topics to be addressed
– Brief description for each topic
– Identification of learning
methods used

Development
Consider the following while developing content for the
module:
• Have you taken into consideration primary content, i.e.
one-to-one conversations/personal experiences /
feedback?
• Have you provided enough information and learning
experiences for trainees to accomplish the stated
learning outcomes?
• Is there a balance of interactive, independent, and
instructor led training experiences?
• Is there enough detail to allow a trainer to use the
content outline to teach the training program?

Development (Cont’d….)
A training module is built on a series of carefully designed
learning experiences.
When developing learning experiences, consider the following:
• Develop learning experiences based on a specific learning
outcome
• The learning experience should be appropriate to the
learning domain as well as for accomplishing the learning
outcome
• Use a variety of learning experiences
• Allow for questions and student-to-student interaction in
each learning experience
• Consider the constraints in facilitating each learning
experience

Lecture - 8
Effective tips for developing training module

1. Preparing the information:
2. Creating the class:
3. Keep it Simple:

Effective Tips
1. Preparing the information: The first
task is to determine what you have to
teach and how you’re going to teach it
• Figure out the skills you need to teach.
– Write an outline of the specific skills you intend to teach and
prioritize those skills in the order they should be taught.
• Divide these skills into specific groups.
– From your outline, organize the skills you need to teach into sets
of steps.
– These groups should provide enough material for two-hour
training increments, including an assessment at the end.
• Check for continuity and completeness.
– Make sure that the steps you have chosen for each group include
everything needed to learn a particular skill.
STEP 1

Effective Tips
2. Creating the class: Now that you know what you
need to deliver, you have to decide how to
convey the information
• Design your presentation.
– Ideally, use PowerPoint to design your presentation, take the time to write it down or type it
up, making sure to double-space your lines for easy reading.
STEP 2

Effective Tips
• Read through the presentation as though you had never learned these skills before.
– Make notes for additions, changes, screen shots, etc.
• Run through the information again.
– Ask another trainer to look over your design and give you feedback. If anything is unclear or left
out, this is the time to fix it.
• Write the training guideline.
– Training Notes should be written with instructions for the trainer in bold letters.
– For the Title, use font size 32/36 and you can use fonts like Mercedes (Headings)/Bookman Old
Style/Book Antiqua/Times New Roman.
– Make sure that the font you use is large, minimum 16, and in an easy-to-read font, such as
Calibri/Times New Roman, so that you can glance at it quickly and find it easy to follow.
– “A picture is worth a 1000 words”. Use appropriate pictures which depict what you want to say

Effective Tips
3. Keep it Simple:
• Remember to keep it in order, keep it simple and
easy to follow.
• Make sure you have practiced the presentation
several times (enough to become at ease with
the program), and you will be assured of an
effective training presentation.
STEP 3

Preparing a PowerPoint
Presentation

INTRODUCTION
• A Power Point is designed to help you achieve a consistent
look in your slide presentations.
• You want your audience to focus on the message and not
be distracted by poor and inconsistent design from one
slide to the next.
• You can achieve this consistency by using Templates, or
pre-designed slide presentations, that coordinate
background colors and designs, font styles and placement,
and other graphic design elements.
• Through a Power Point presentation, you as a trainer have
the power to control the subject and also ensure that the
audience sees what you want them to see and agree with
your perspectives and your points of view

ABOUT TEMPLATES
• A good common use for templates is putting a border with the company's
name and logo on every slide in the Master layout.

ABOUT SLIDE MASTER
• Every slide
presentation is
based on a slide
master of some sort.
• The slide master
determines, for
example, which font
appears on each
slide and how it is to
be formatted.

MODIFICATION OF SLIDE MASTER
 To modify your Slide Master, follow these steps:
1. Choose View, Slide Master. PowerPoint displays the Slide Master layout and
editing screen
2. The Slide Master editing
screen helps you change the
overall look of your
presentation and maintain
consistency from slide to
slide.
 To Close the Slide master click
on Close Master View to
return to the main slide and
view the changes. (Red Circle)

ADDING OTHER GRAPHICS
• Here, all I’ve done is to put the date, Name of the
Company and footer in the appropriate areas and
added smiley's. (Hardly 3 minutes work). Similarly
you can add clip arts, graphics, etc. to beautify
your presentation.

WATERMARKING
To Watermark an image. Click on the Image, Go to Format, Click
on Recolor and click on Washout. Also there are other options like
shadow, grayscale, etc. which can be used, depending on the
nature of your presentation

BACKGROUNDS
Gradient Fill Texture Fill Pattern Fill Picture Fill
To get these
backgrounds you
need to right
click on a vacant
area in your slide
and click on
format
background,
where you will
find various
background
effects

ABOUT CUSTOM ANIMATION
• Custom Animation helps you to project what you
want to project in a stylish manner.
• You can organize your statements in the order
you want them to arrive.
• You can emphasize on various words, pictures,
statements, etc.
To choose the option of Custom Animation, Click on Animations
and Click on Custom Animation. You can then choose what kind
of Animation you want

Below are some of the Varied types of Custom Animations which could be used
Curve Up Bounce SpinnerENTRANCE
EXIT Blinds Checkerboard
EMPHASIS Grow/Shrink

To Add the above Effects, select the
Text/Picture & click on Add Effect at
the right.
To change the Custom
Animation you need to
click on the Picture/Text
Box on the right and click
on Change

GOOD VS BAD SLIDES
GOOD SLIDE BAD SLIDE

CONCLUSION
 A Power Point presentation needs to look
neat and presentable
 Use pictures and animation wherever
required. (Not too much Animation)
 Do not overlap text on Images, because it may
look shabby. Also, the text may not be
readable, if overlapped over the Image.

SNAPSHOT
 OBJECTIVE:
 To prepare a Basic Training Module
 AGENDA:
 Questions to consider while designing the Training
Module
 Using the “ADD” Concept
 Effective Tips to ensure that created module is
effective

Lecture - 5
CREATING A POSITIVE LEARNING
CLIMATE

125
Clinical Training Skills - Creating a
Positive Learning Climate
CHAPTER OBJECTIVE
After completing this Chapter, the
participant will be able to Create a

126
ENABLING OBJECTIVES
 Identify characteristics of how people learn
 Explain how groups form and develop
 Use effective presentation skills
 Introduce a presentation
 Use questioning techniques
 Summarize a presentation

127
Group One
CHARACTERISTICS OF ADULT LEARNERS

128
CHARACTERISTICS OF ADULT LEARNERS #1
 Require learning to be relevant
 Are highly motivated if they believe learning
is relevant
 Need participation and active involvement in
the learning process
Situ. 1-2

129
CHARACTERISTICS OF ADULT LEARNERS #2
 Desire a variety of learning experiences
 Desire positive feedback
 Have personal concerns and need an
atmosphere of safety

130
CHARACTERISTICS OF ADULT LEARNERS
#3
 Need to be recognized as individuals with
unique backgrounds, experiences and
learning needs
 Must maintain their self-esteem
 Have high expectations for themselves and
their trainer
 Have personal needs that must be taken into
consideration

131
INVOLVING PARTICIPANTS
 Allowing participants to provide input regarding
schedules, activities and other events
 Questioning and feedback
 Brainstorming and discussions
 Hands-on work
 Group and individual projects
 Classroom activities

132
USE A VARIETY OF METHODS #1
 Audiovisual aids
 Illustrated lectures
 Demonstrations
 Brainstorming

133
USE A VARIETY OF METHODS #2
 Small group activities
 Group Discussions
 Role Plays
 Case Studies
 Guest Speakers

134
PROVIDE POSITIVE FEEDBACK
 Give verbal praise either in front of other
participants or in private
 Use positive responses during questioning
 Recognize appropriate skills while coaching
 Let the participants know how they are
progressing toward achieving learning objectives

135
PARTICIPANTS MAY HAVE CONCERNS
 Fit in with the other participants
 Get along with the trainer
 Understand the content of the training
 Perform the skills being taught

136
TREAT PARTICIPANTS AS INDIVIDUALS
 Use participant names as often as possible
 Involve all participants as often as possible
 Treat participants with respect
 Allow participants to share information with others

137
MAINTAIN SELF-ESTEEM
 Reinforce those practices and beliefs embodied in the
course content
 Provide corrective feedback in an appropriate manner
 Provide training that adds to their sense of
competence and self-esteem
 Recognize participants’ own career accomplishments

138
INDIVIDUALS BECOME A GROUP
 They share a common purpose
 They share a common experience in attending
the course
 Each member’s contributions and questions are
valued and respected
 An open and trusting climate develops
 The members pay attention to how they work
together

139
UNDERSTANDING GROUP DYNAMICS
 Observe
 Develop increased awareness
 Discuss observations with co-trainers
 Develop options to support the group

140
LEVELS OF GROUP DYNAMICS
 Individual
 Small group
 Larger group

141
CONTENT AND PROCESS
 Content - What the group does
 Process - How the group does it by working
together

142
TO MOVE TOWARD LEARNING GOALS
 Structure
 Direction
 Leadership

143
Group Two
EFFECTIVE PRESENTATION SKILLS

144
EFFECTIVE PRESENTATION SKILLS #1
 Follow a plan and use trainer’s notes
 Communicate in a way that is easy to
understand
 Maintain eye contact with participants
 Project your voice
 Avoid the use of slang or repetitive words,
phrases or gestures

145
 Display enthusiasm
 Move around the room
 Use appropriate audiovisuals
 Be sure to ask both simple and more
challenging questions
 Provide positive feedback

146
 Use participant names
 Display a positive use of humor
 Provide smooth transitions between topics
 Be an effective role model

147
Group Three
INTRODUCTION PURPOSE AND TECHNIQUES

148
PURPOSE OF THE INTRODUCTION
 Capture interest
 Make participants aware of the trainer’s
expectations
 Help foster a positive training climate

149
INTRODUCTION TECHNIQUES #1
 Reviewing the objectives
 Asking a series of questions about the topic
 Relating the topic to previously covered
content
 Sharing a personal experience

150
 Relating the topic to real-life experiences
 Using a case study or problem-solving activity
 Using a videotape or other audiovisual aid
 Using an imaginative transparency
 Making a provocative statement

151
 Giving a classroom demonstration
 Using a content expert
 Using a game, role play or simulation
 Relating the topic to future work experiences

152
Group Four
QUESTIONING TECHNIQUES

153
QUESTIONING TECHNIQUES #1
 Ask a question of the entire group
 Target the question to a specific participant
 State the question, pause and then direct the
question to a specific participant
 The key in asking questions is to avoid a pattern

154
QUESTIONING TECHNIQUES #2
 Use participant names during questioning
 Repeat a participant’s correct response
 Provide positive reinforcement

155
PARTICIPANT RESPONSES
 When response is partially correct, reward correct
portion and improve incorrect portion or redirect
 When response is incorrect, make a non-critical
response and restate the question to lead the
participant to the correct response
 When a participant makes no attempt to respond,
follow the above technique or redirect the question
to another participant

156
PARTICIPANT QUESTIONS
 Answer the question, or
 Respond with another question

157
QUESTIONING CAUTIONS
 When unable to answer a question,
acknowledge it and then research the answer
and share it during the next session
 When participants ask questions off topic,
decide whether answering the question and
allowing the ensuing discussion will be
valuable

158
Group Five
CHARACTERISTICS AND TECHNIQUES OF
SUMMARIZING A SESSION

159
CHARACTERISTICS OF A SUMMARY
 Be brief
 Draw together the main points
 Involve the participants

160
SUMMARY TECHNIQUES
 Asking the participants for questions
 Asking the participants questions
 Administering a practice exercise or test
 Using a game to review main points

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