This document outlines the structure and components of an effective training program. It discusses introducing training objectives and structuring learning events into three phases: introduction, development, and consolidation. The introduction phase should include components to create interest, identify needs, state the title and scope, and specify objectives. The development phase must cover essential information, should provide additional details, and could include supplementary material. Finally, the consolidation phase focuses on outcomes, feedback, and future plans or links. The overall goal is to effectively transfer knowledge and skills to trainees through structured and engaging learning experiences.

1. TRAIN THE TRAINERS
Program
By
K. M. HASAN RIPON
Deputy Director, BSDI

2. INTRODUCTIONS ( 2 Minutes Each)
1.Work in Pairs
2.Find Out your partners
 Education
 Experience
 Hobbies & Interest
 Family
 What are the expectations of this training

4. Training
To bring a person to a desired standard of
practice through instruction
Learning
To gain Knowledge or Skills through study,
experience or by being taught

5. In Training
A Learning need’s is a gap between
Actual performance
and
Desired Performance
in terms of knowledge, skills or attitude

6. Honey & Mumford
four learning styles
The ACTIVIST?
Experience
The Pragmatist?
Plans
The Reflector?
Thinks
The Theorist?
Theorize
Your Learning Styles

7. THE ACTIVIST
Preference is to learn by trial and error, by having a go,
accepting challenge and taking risk
THE PRAGMATIST
Preference is to learn by debating the practicalities and
Questioning others to arrive at a realistic approach
THE REFLECTOR
Preference is to learn by listening and watching the efforts
Of others and learning by copying their skills and behavior
THE THEORIST
Preference is to learn by questioning, analyzing and reading
to arrive at their version of the best way
HONEY & MUMFORD
4 types of learners

8. Syndicate Exercise

9. THE LEARNING CYCLE
Learners are given
the opportunity to
consolidate learning
Learners are
interested and
motivated
Learners acquire
information
Learners assimilate
information
Learners develop
information

10. THE LEARNING PROCESS
Learners are given
the opportunity to
consolidate learning
Learners are
interested and
motivated
Learners acquire
information
Learners assimilate
information
Learners develop
information
Ask Questions to consolidate
& test, Use quizzes, handouts &
questionnaire
Create interest, reason for
learning, define need, define
objectives
Logical Visual Aid Exercise
Asking Questions, group
Exercises Discussion
Asking Questions, building on
questions practice

11. COGNITIVE -
How do People Learn
Three Learning Domain
Knowledge
Development
AFFECTIVE - Attitudinal
Development
PSYCHOMOTOR - Physical Skills
Development

12. HOW DO PEOPLE LEARN?
People learn in many different ways.
Identify some ways-

13. THE FIVE SENSES OF LEARNING

14. LEARNING BY SENSES
5 Senses by which we learn
Knowledge
Physical Skills
Vision Hearing Feeling Smell/Taste
70% 25% 4% 1%
Vision Hearing Feeling Smell/Taste
23% 10% 64% 3%

15. I HEAR …. I FORGET
I SEE I ……REMEMBER
I DO ……….. UNDERSTAND
We learn something from what we hear
We learn more from what we see
We learn most from what we do

16. AIMS & OBJECTIVES
DEFINITION
DEFINITION OF AIM:
An OVERALL GOALS which can be
achieved Through a range of different
activities
DEFINITION OF OBJECTIVE:
A SPECIFIC STATEMENT of the desired
outcomes

17. INSTRUCTIONAL OBJECTIVE

18. INSTRUCTIONAL OBJECTIVE
A statement of the desired outcome of a learning
event, which Clearly states what the learner will be
able to do as a result of the training
LEARNING OBJECTIVE
It is about the learner and what it is specifically that
they need to develop in terms of their knowledge,
skills and attitude. It is usually set by the person
who needs to learn and agreed with the trainer

19. WHY WE START WITH AN
INSTRUCTIONAL OBJECTIVE
IF YOU DON’T KNOW WHERE YOU ARE GOING,
YOU WON’T GET THERE-BUT IF BY CHANCE
YOU DO, YOU WON’T KNOW YOU ARE THERE
BECAUSE YOU DIDN’T KNOW WHERE YOU
WERE GOING!

20. WHY WRITE AN
INSTRUCTIONAL OBJECTIVE
------------------------
We need to know precisely what our learners will
be able to do as a result of the learning event
------------------------
They will help us to stay on track and not get lost
-------------------------
We can check how successful the learning event
has be

21. STRUCTURING
LEARNING EVENT
OBJECTIVES:
At the end of this session you will be able to
•Explain why we have a structure for a learning
event
•Name the 3 phase of a structured learning event
and explain why each phase is necessary in the
structure for effective learning
•Explain the 5 components of the first phase

22. LEARNING EVENT NEED
A solid structure to build learning comprising of :
 A beginning to catch attention
 A developed story that delivers what was
promised
 An ending which ties up loose ends and
rounds off the experience

23. THREE STAGES OF A
LEARNING EVENT
One to one Training
I = INTRODUCTION
D = EVELOPMENT
C = ONSOLIDATION

24. INTRODUCTION TO A
LEARNING EVENT
I = NTEREST
N = EED
T = ITLE
R = ANGE
O = BJECTIVE

25. DEVELOPMENT TO A
LEARNING EVENT
MUST
Information that must be covered in order to achieve our
objective
SHOULD
Information that should be covered to future develop the
key points and improve the level of understanding
COULD
Additional information that you could give that would
enhance the learning or add background information, but
not key points

26. CONSOLIDATION TO A
LEARNING EVENT
Trainer Must Know the
O = UTCOMES
F = EEDBACK
F = UTURE / LINK

27. SEE U ON THE NEXT DAY ON
THE SAME TIME, SAME ROOM