This document discusses the importance of perception in training and the effective use of training aids. It emphasizes that trainers must carefully select visual aids and ensure they align with trainees' perceptions, while also outlining best practices for various types of training materials, including real materials, charts, flip charts, and overhead projectors. The document concludes with guidelines to optimize learning environments and enhance trainee engagement.

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CHAPTER 8
TRAIN THE TRAINER
PERCEPTION AND TRAINING
AIDS

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Training Aids
Perception
• It is worth remembering that while a number of
people can look at end and see the same
picture /object/event they do not always see
what we see.
• We all tend to see things against a
background of our experience
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• Look at this picture.
• What do you see?
• At first probably just a jumble of shapes and
then gradually you start imagining you see
some shapes.
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• Now turn the picture upside down!!
• Now you probably see a tractor.
• However in real terms you are still cheating
because you are joining up a series of shapes
to make a tractor.
• This is because your brain recognizes it and
completes the picture for you.
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Consider the diagram in the next slide.
• What do you see this time?
• You probably got it right first time because
you are familiar with what to expect but
• Your brain is still filling in the blanks from
experience.
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•Finally look at this three pronged fork.
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Confusing isn’t it!
• This is because while we can see it, our brain
cannot make sense of it as it is really an
impossible shape and cannot exist in the real
world.
• Your brain (experience) is rejecting it although
you can see it.
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From these examples we learn that it is essential
that
• Trainers choose their visual aids carefully and
also checks with Q & A that what the trainee
perceive is what the trainer wants them to see
when looking at a picture, diagram or real
example
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Common Training Aids and how to use them
effectively
• Below we have identified the most common
training aids (or learning aids as they are often
called now as their real purpose is to help
leaning process).
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The main purpose of these is to make trainee
learning easier and interesting by;
Simplifying complicated concepts
Providing real or substitute experience
Aiding reflection on real experience
Improving understanding and conceptualization
Raising and maintaining interest
Providing a focus for Q & A and discussion.
The purposes of this section it to identify the most useful
aids that you might use in training and highlight some of
the important aspects of their use.
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Real materials
The best learning aids are real materials. Why
use a drawings or slide of a sprayer when your
trainees could see and handle the real thing?
It is essential that wherever possible you should
ensure that trainees experience and see what is
being discussed.
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• If you have samples of real material then it is
important that they are big enough for all to
see or ... you have enough samples to give
everybody one
• Don’t ask participants to hand round a sample
–you will lose the attention of different
participants at different times and, if it
something delicate, it may not survive the tour!
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• Presentation Surfaces
• Chalk boards, white boards, flip charts.
• If properly used, these are a very simple and
flexible group of aids but you must plan and
prepare their use as carefully as any other aid.
• Don’t just use it as a scribble pad- most trainers
do!
Things you should do:
 Carefully plan use to develop key points or
show overview of session
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Add main heading & key points as the session
develops
Keep diagrams very simple –especially if you
expect trainees to copy
Clean it for the next user or session
Make sure your writing is large enough for the
room size (min 25 mm high)- walk to the back to
check
Things not to do:
* Scribble calculations and notes all over the
board-this confuses the trainees
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Charts and flipcharts
Charts: extremely useful for providing visual aids
for field-based training. You can prepare them in
advance, transport them easily and use them
again and again.
They are also cheap and require no special
equipment or electricity to use.
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• Flip charts: use them like a marker board but
being able to flip over each sheet, makes them
useful for keeping a record of list and other
points.
• They are good to use for keeping a record of
reports and feedback from group work and
assignments.
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Things you should do:
Keep diagrams simple –especially if you want
trainees to copy
Use broad-tipped marker pens to ensure lines
are visible
Ensure letter are large enough for the furthest
trainee (min 25mm high)
Use colours for impact, clarity and coding parts
diagrams but limit to 4-5 colours
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Things not to do:
*Include a lot of written notes or detail
*Place headings and label across the diagram
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• You do not need to be an artist to produce an
effective chart.
• You can trace from published diagrams (as
long as you are not infringing copyright).
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Overhead Projector
• The overhead projector can be used to do the
same things that you might do on charts and
chalkboards.
• However it cost more money and cannot be
used in the field.
• On the other hand it has special
advantages: the stimulus created by the
projected image is very attractive if properly
used, and you can use the projector whilst still
facing your trainees and maintaining contact
with them.
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• Things you should do:
Use spirit-based pens to create a permanent
transparency
Use water-based pens when you need to
remove and reuse the slide
Put lined paper under the transparency when
preparing slides
Ensure the letters (a, e, i, o, u) fill the space
between paper lines to ensure they are large
enough (min 5mm high)
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Things not to do:
• Put too much on each slide – a maximum of
eight words at a time
• Look at the screen – face your trainees
instead
• Leave the lamp on when you are no longer
using the projector –visual images are very
stimulating therefore very distracting.
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Techniques
• Use a piece of card or paper to reveal one part
of the transparency at a time so that you can
deal with a series of points in order.
• Use a number of acetate overlays to build up
complicated concepts
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• You can use video programmes to stimulate
and interest your trainees and help them grasp
concepts.
• However during programmes, ideas are
coming at your trainees very fast and they
must have the opportunity to reflect upon and
consolidate what they have seen.
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Things to do:
Brief participants on what they are about to see
Brainstorm key points that they might look for
Ask them to note down key points
Ask them identify key points afterwards and
note on a flipchart or boards.
Develop the main points you want to get out of
the session by Q&A.
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Things not to do:
× show videos unless they relate directly to
teaching points in your programme.
× don’t show the whole video if you only need to
show a short part to cover the point you are
teaching.
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Golden Rules for Learning Aids
The most appropriate room layout is in a
semicircle
(perhaps around a table ) so no-one is in front
and no-one behind
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Visibility
Make sure everybody
can see!
• Don’t stand in front of the screen or board.
• Site the overhead projector (OHP) screen in
the corner and angle it down to avoid
‘keystone’ images .
• Make sure that the writing and images are big
enough for the most distant trainee.
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Use the learning aid at the right moment.
• Aids should be used to focus attention on
particular teaching points.
• They should be used like “hand holds” to take
the trainees step by step though the session.
• They should help to structure and ‘paragraph’
the session and be removed when no longer
needed.
PERCEPTION AND
TRAINING AIDS