9. Objectives of The ToT
• To create better awareness about the rundown of the Life skill training
• To Equip ToT participant with adult learning theories and principles
• To capacitate and evaluate ToT participants
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10. Orientation session structure
Morning 1 Orientation session Introduction
Morning 2 Adult Learning Theories and principles
(group work)
Afternoon 1 Evaluation and trainer competences
Afternoon 2 Structure of life skill training and Assigning
modules
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11. Group Analysis of Life Skills Trainers
• What it is Life Skills?
• Who are the Target?
• Partner institutions?
• Main roles of the trainers?
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12. Adult Learning Theory and Principles
• Principles of Adult Learning (Knowles)
• Adult Learning – Process and Styles(David Kolb)
• Adult Learner Motivation (Maslow)
• Knowledge, Attitude and Practice (KAP) Model-Think-Do-Feel
• Paul Freire’s Critical Consciousness
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13. 1. Principles of Adult Learning (Knowles)
• Andragogy as (the science of teaching adults) and pedagogy (the science of
teaching children).
• Self-Concept: In pedagogy, the child is dependent upon those around, and
the adult acts autonomously in relation to others.
• In pedagogy, the teacher is in a direct relationship with the student; in adult
education, on other hand, the teacher is in a helping relationship with the
student.
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14. 1. Principles of Adult Learning (Knowles)
• Experience: Pedagogy is often seen as the one-way transfer of information from
teacher to student.
• Since the adult learner has a wealth of experience and wisdom, the teacher becomes
a facilitator in a mutual learning environment.
• Readiness to learn: In traditional pedagogy, the teacher decides what the students
need to learn and the curriculum is developed without initial input from the learner.
• Adult education is more learner-centered, and the learner is more actively involved
in deciding what will be taught.
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15. 1. Principles of Adult Learning (Knowles)
• Orientation to learning: Children have been conditioned to have a subject-
centered orientation to learning, whereas adults tend to have a problem or
process-centered orientation.
• Children are able to focus attention on future rewards, while adults are
primarily concerned with their present situations and are interested in solving
problems they experience on a daily basis.
• DO NOT FORGET THAT ADULTS HAVE EXPERIENCE
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16. 1. Principles of Adult Learning (Knowles)
Knowles, identified the six principles of adult learning which trainers must keep in mind and
apply as outlined below.
Adults are internally motivated and self-directed
Adults bring life experiences and knowledge to learning experiences
Adults are goal oriented
Adults are relevancy oriented
Adults are practical
Adult learners like to be respected
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17. 2. Adult Learning – Process and Styles(David
Kolb)
• Concrete Experience (Do It): The learner is involved in a concrete experience
that is provided in training.
• Reflection and Observation (Think about it):Learning takes place through
question-and-answer periods, discussion, or individual reflection and work.
• Abstract Conceptualization (Think about How to apply it): Based on
reflection, the learner analyzes the situation and forms theories, generalizing about
the particular, the hypothetical, and the general.
• Active Experimentation (Try It Out): The learner formulates a plan or a strategy
to apply the newly attained information on him/herself.
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18. 3. Adult Learner Motivation
• Survival Needs (food, water, breathing…)
• Security/safety Needs (Finance, health, free of accident…)
• Love Needs (friendship, social group, belongingness to avoid loneliness…)
• Ego/Self-esteem Needs (appreciation and respect: accomplish things and get recognized
by others), feel to be valued by others so not develop inferiority feeling)
• Need for Self-Actualization (more of self-aware and less of others opinions to achieve
whatever they want, so let them use their talents)
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19. 4. Knowledge, Attitude and
Practice (KAP) Model
• The three main domains of learning: cognitive (thinking/knowledge), affective
(emotion/feeling/attitude), and psychomotor (physical/kinesthetic/skill).
• Knowledge and information-Think
• Practice/Skill-Do
• Attitude-Feel (discuss with others)
• Not only doing and thinking but feeling too in training (aha)
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20. 5) Paul Freire’s Critical Consciousness
• Learning is a political act where learners come to see themselves
as “actors in the world”.
• Freire believes that in order to truly learn, an adult must take his or
her situation, internalize and analyze it, make it his/ her own
(through “naming the world”), and take action on it.
• Empowerment of the adult learner becomes the end goal
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21. The ADDIE Model
• Analysis (identify what the participants know and what they should know)
• Design (identify tools, tests, resources…for the expected performance)
• Develop (production and testing of methods)
• Implement (Delivery, evaluate and modify while delivery is the focus of this
TOT)
• Evaluate (during development, delivery and after implementation)
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22. What is Learning?
Learning
refers to a relatively permanent change in behavior resulting from
reinforced practice.
It also refers to the process of acquiring knowledge, skills and attitudes
through study, experience or teaching.
It is a lifelong process that encompasses the physical, cognitive,
emotional and social development.
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23. Learning
Taking in information,
Processing the information,
Gaining understanding or insight
Retaining what has been learned
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24. 24
Prerequisites for Learning
1. Motivation for training.
2. Learning linked with expected results.
3. Showing direction.
4. Ensuring learners achieve their expectations.
5. Applying suitable adult training techniques.
6. Flexible training techniques.
7. Time for reflection.
8. Reinforcing true learning.
9. Access to different levels of learning.
10. Access to convenient time and method.
26. Facilitation Skill
• Empathy and Flexibility
• Active listening
• Use of analogies and examples
• Sensitivity, Participation and Feedback
• Congruence and Confrontation
• Interpersonal skills
• Ability to moderate, motivate and interact with groups and individuals
• Non partisan
• Appropriate dress code
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29. Challenges in Training Facilitation
Giving and receiving feedback from/to participants
Managing time
Managing group dynamics(difficult personalities)
For technical subjects, explaining some words in simple and lay man’s language
Maintaining focus of the session
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30. Challenges in Training Facilitation
Conducting training for people of higher cadre/educational status than your own.
Training people with stronger cultural, social, or religious values than your own, especially
if you would like a change in attitude or behavior.
Developing clear objectives, goals and session tittles.
So do what??? PREPARE!!! PREPARE!!! PREPARE!!!
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31. Feedback
• What it is?
• Feedback is structured information that one person offers to another, about
the impact of their actions or behavior.
• Helps build constructive relationships and do jobs well.
• Feedback vs Criticism?
• Why we give feedback?
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32. Rules of Giving and Receiving Feedback
• Given to trainer to assess how their actions are perceived by others
• Start your feedback saying the good quality skills you observe.
• Use concrete situations, something that has just happened here and now.
• Give your feedback in a way that really helps the other person.
• Do not wait too much for the feedback.
• Never say things in a general way: be specific.
• Try to offer the information, not to force it.
• Be open and sincere.
• Admit, if necessary, that you can also be wrong sometimes.
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33. Receiving feedback - common pitfalls
to avoid
You get defensive
You try to prove them wrong
You feel you have to do something to change yourself
You give an answer to justify yourself
You feel helpless to do anything about what you heard
You change the focus and attack the speaker
You generalize the message and feel bad about everything
You generalize the message and think you’re perfect at everything
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34. Preparing for Your Module Delivery
• Keep module objective always in mind
• Know the structure of the module: step by step sequencing
• Know materials and games
• Elaborate and process exercises, games and videos using business examples
• All team should follow presentation actively
• Take and write feedback and incorporate it for next presentation
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Targets, Up to 25 years, 60% female, some might with children (18-25) no work experience at all and will join different jobs, like garment, construction
The objective is to provide to employers, and some to organize
In pedagogy, the child is dependent upon those around him/her, and the adult acts autonomously in relation to others. In pedagogy, the teacher is in a direct relationship with the student; in adult education, on other hand, the teacher is in a helping relationship with the student.
Experience: Pedagogy is often seen as the one-way transfer of information from teacher to student. Since the adult learner has a wealth of experience and wisdom, the teacher becomes a facilitator in a mutual learning environment. The distances created between teacher and student in pedagogy is replaced by a community of learners and facilitators.
Readiness to learn: In traditional pedagogy, the teacher decides what the students need to learn and the curriculum is developed without initial input from the learner. Adult education is more learner-centered, and the learner is more actively involved in deciding what will be taught.
The focus of this
Non partisan
not baised
Feedback focuse on suggesting the problem and working to resolve the issue
vs Criticism: fouse entirely on problem with out sugesion workable solution
