The document discusses various aspects of preparing training sessions, including: 1) The overall structure and components of a training program, including needs assessment, course curriculum, delivery, and evaluation. 2) Models of learning, from unconscious incompetence to unconscious competence. 3) Factors to consider when planning training sessions, such as learning objectives, topics, prerequisites. 4) Different training methods like lectures, demonstrations, group activities, case studies, and role plays and when each is best used.

1. Preparing Training Sessions BY. D.B.Shelke Tilak Maharashtra University

2. Same stuff Different Day

3. Scheme of a Course Cycle ORGANIZATIONAL UNITS Trainee TRAINING ORGANIZATION EVALUATION PROGRAM of COURSES COURSE CURRICULUM DELIVERY EVALUATION ANALYSIS Training Needs EVALUATION EVALUATION Trained Employee

4. Plan Execute Conceptualize

5. Self-Check Identify a skill which you think you are really good at. (Skill A) Identify a skill which you think you are not very good at. (Skill B) How do you know that you are good at performing skill A? How do you know that you are not good at performing skill B?

6. Awareness & Competence Competence 1 3 2 4 High Low Conscious Competence Unconscious Competence High Conscious Incompetence Unconscious Incompetence Low Self-Awareness

7. Aiming for Conscious Competence Know entry level of trainees Assess trainees’ awareness of that level Needs analysis Performance appraisal Increase awareness of level of competence Move from 1 to 2 Increase skills Move from 2 to 3 Assess costs and benefits of moving from 3 to 4

8. Syllabus and Sessions Plan Overall learning objective Topics Prerequisites Sessions and session objectives Training Materials & References Training techniques Training aids

9. Training Methods

10. 83% through sight 11% through hearing 3.5% through smell 1.5% through touch 1% through taste We Learn 90% of what we say as we act 80% of what we say 50% of what we see and hear 30% of what we see 20% of what we hear 10% of what we read We Remember

11. Lecture Demonstration Small Group Activity/ Discussion Case Study Role Play

12. Types of Training Techniques ‘Traditional’ lecture Class discussion Group discussion Practical exercise Project work Self learning Adult education Vocational training Case-based learning E-learning

13. Using Training Techniques Apply always a combination of techniques Active participation of students should be encouraged as much as possible: participative training Understanding basics and relations of the course subjects are more important than learning facts Select a combination of techniques which is ' suitable ' for both trainers as well as participants

14. Lecture Training A dvantages : a quick and simple way to provide information to large groups. rather when compared to the other forms of training allows for the giving and taking of questions inexpensive

15. Lecture Convey information, theories or principles Depends on trainer for content Uses Introduce a subject Bring Facts/statistics Overview Large groups

16. Keep It Simple and Short

17. Demonstration Show and explain an activity Provides a model Learn by doing Create a visual impact Uses Illustrate points Model a behaviour

18. Small Group Activity / Discussion Learners share their own experience 4- 8 participants in a group Involve all participants Practice new skills Learn from each other Uses In-depth exploration Planning / problem solving

20. Case Study Analysis of a hypothetical but realistic situation No “right answers” Participant devises his/her own solution Safe environment Uses Recognize multiple approaches Discuss typical situations

21. Role-Play Participants act out a hypothetical situation Everyone becomes part of the scenario Participants bring their own experience to role Rehearsal preview Pushes for new solutions Uses Affects feelings and attitudes Skill building

24. Lecture Demonstration Small Group Activity/ Discussion Case Study Role Play Training Materials ?

25. Applying Principles of Adult Learning and Retention Recall : Principles of Adult Learning Learning Styles, Communication Styles

26. RAMP 2 FAME E xercise E M ulti-sense learning M A ctive Learning A F eedback F 2 -way communication 2 P rimacy P M otivation M A ppropriateness A R ecency R

27. R ecency Things that are learned last are best remembered Summarize frequently Plan review sections Divide subject into mini-topics of about 20 minutes in length

28. A ppropriateness All information, training aids, case studies, etc must be appropriate to participant’s needs Clearly identify a need Use descriptions, examples or illustrations that the participants are familiar with

29. M otivation Participants must want to learn, must be ready to learn, must have some reason to learn Presenter must also be motivated Identify a need for the participants Move from the known to the unknown

30. P rimacy Things learned first are learnt best Short presentations Interesting beginning Updates on direction and progress of learning Get things right the first time

31. 2 -way communication Communicate with participants Include interactive activities in sessions plan Match body language with verbal message

32. F eedback Trainer and trainee need information from each other Include feedback activities (e.g., questions; tests) in sessions plan Give feedback on performance immediately Positive and negative feedback Acknowledge good work (positive reinforcement)

33. A ctive learning Participants learn more when they are actively involved in the learning process Use practical exercises Use questions Get the participants to DO it

34. M ultiple-sense learning Learning is more effective if participants use more than one of five senses Tell AND show I see and I forget I hear and I remember I do and I understand. Confucius a. 450 BC

35. E xercise Things that are repeated are best remembered Hear, see, practice, practice Frequent questions Frequent recall Give exercises