2. Training strategies & Session planning

3. Training strategies Session objective;  learn what training strategies is  be able to apply the strategies learnt

4. What is training strategy the appropriate means to achieving the defined goals and objectives

5. Strategies Enhancing Knowledge  Learner will understand the facts/information therefore the strategy is to:  provide the facts and information in a way that it will be retained for future use

6. Developing Skills Learner will be able to “do something” therefore the strategy is to:  demonstrate or provide instructions to practice with feedback to correct mistakes Strategies

7. Clarifying Attitudes Learners will adopt new values, perspectives therefore the strategy is to:  provide an opportunity for self analysis through feedback and value clarification exercises Strategies

8. Session planning A logical approach to effective planning; THE FLOW CHART

9. Training Medium Major Types Elements OHP/Powerpoint Audio & Video Slide Projector Flip Chart/White Boards Felt Boards Flash Cards Training Medium

10. Medium available to ensure that the communication is clear, understandable, and as effective as possible.

11. Training Medium  Benefits Retention Impact Understanding Attention

12. Training Medium: Major Types  Overhead Projector  Audio & Video  Slide projector  Flip Charts/White Boards  Felt boards  Flash cards

13. Training Medium: Elements  Graphics: for summarizing information through drawings, words, symbols, pictures  Tables: for showing categories in sequence  Charts: for summarizing data, explaining process, describing a set of relationships  Posters: for display in public place to attract attention to reinforce ideas, attitudes

14. Training Medium: OHP/Powerpoint  Useful for: Sub-titles of lecture: with short supporting text Definitions Graphics Tables

15. Training Medium: OHP/Powerpoint  Things to be noted font size is large to be seen by those at the back visuals are in correct sequence & numbered check the equipment in advance read off the glass/screen you are not blocking someone’s view turn it off when not in use electricity is guaranteed; back-up needed

16. Training Medium: OHP/Powerpoint  Rules for making transparencies: Main Title: Minimum 24 font size Sub-titles: minimum 20 font size Text: minimum 18 font size Lines: not more than seven lines on each transparency At least 2 different font types

17. Training Medium: Audio & Video  Useful for individualised learning, distance learning, small group instruction Pre-recorded speeches of experts demonstrate real/simulated events demonstrates actions/reactions

18. Training Medium: Audio & Video  Things to note pre-test the equipment ensure that the cassettes are in starting point ensure that the sound and picture quality is audible and visible the physical environment is quiet and dark avoid audio and video aids soon after a heavy meal

19. Training Medium: Slide Projector  Useful for: to show outside events inside the room photographs of processes scenic photos to change the mood of the participants to have an impact & emphasise the area under discussion

20. Training Medium: Slide Projector  Things to note: pre-test the equipment ensure that slides are in the right order ensure picture quality is visible the physical environment is quiet and dark supplement the visuals with explanations

21. Training Medium: Flip Charts/White Boards  Useful for: writing the main points or structure of session in advance writing down the input provided by the participants as it comes writing important points during the session

22. Training Medium: Flip Charts/White Boards  Things to note: use large, readable letters; avoid using full capital letters don’t speak as you write. turn to the audience while speaking avoid spelling errors ensure that those at the back can read use chiseled tipped markers for thicker, more visible writing

23. Training Medium: Felt Boards  Useful for: Cut outs Display of flash cards Display of chart paper Display of outcomes of group work

24. Training Medium: Felt Boards  Things to note: ensure that the board is placed in view of all participants ensure that materials on the board are visible to all in the room ensure that there is sufficient amount of board pins to place the material

25. Training Medium: Flash Cards  Useful for: writing and placing participants’ input in a few words writing the main points and placing them on the felt board as you speak re-categorising ideas put on the cards after a brainstorming session

26. Training Medium: Flash Cards  Things to note: only one or two words can be written large writing is required avoid using too many cards especially for a large group colour combination can be used for categorising

27. CHOOSING APPROPRIATE TRAINING TECHNIQUES Knowledge (facts/information)  Learner will understand Training Activities Reading, songs, lectures, brainstorming, TV, radio, audio-tapes, video, computer, programmed instruction, debate, panel, interview, galleries- work stations, field trips

28. CHOOSING APPROPRIATE TRAINING TECHNIQUES Skills  Learner will be able to do something Training Activities Demonstration or instructions followed by practice with feedback to correct mistakes; role playing, in -basket exercises, drill, games, coaching, case studies, worksheets, simulations.

29. Attitudes Learners will Adopt new values, perspectives Training Activities Discussion, role play, role-modeling, values clarification exercise, film/video, case study, critical incidents, debate, games, self-analysis, feedback, simulation, field trips CHOOSING APPROPRIATE TRAINING TECHNIQUES

30. Monitoring & Evaluating Training

31. Why evaluate?  corrective measures  ideas  what works and what does not  reinforcement  others

32. EVALUATE, WHAT? SSATISFACTION LLEARNING AAPPLICATION PPERFORMANCE Donald Kirkpatricks’ four level model, introduced in 1959

33. EVALUATING SATISFACTION We want to know the participants estimation of the professionalism of;  the trainers  the quality of materials used  the pace of instruction “ assessing the learning environment”

34. EVALUATING LEARNING Have the participants acquired the KNOWLEDGE, SKILLS & ATTITUDE that was shared in the course of the training

35. EVALUATING the “KSA’s” KNOWLEDGE:  Written exams  oral exams  application in other training activities

36. SKILL:  observation on the job or in practical  role play  case studies with decision-making  development of product  training design  drama EVALUATING the “KSA’s”

37. ATTITUDE: Indirectly by  observing behaviors  interpersonal relations  approaches to issues/problems  choices of activities EVALUATING the “KSA’s”

38. EVALUATING APPLICATION Whether the participants have the intention to apply their learning followed up to check the initiatives

39. EVALUATING PERFORMANCE Did the training make a measurable difference to the persons performance

40. POST TRAINING MONITORING  Guidance,  Coaching and  Mentoring

41. METHODOLOGIES  Survey questionnaire  Key informant interviews  Focus group interviews  Observation  Informal survey