training techniques construction
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Planning & Preparation
Confidence inyourself and the
presentation:
Maximum benefit to
participant
Enhances
importance of your
message
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Square 1
Know your objective
Know your subject
Know your audience
Know how long your presentation will be
ehearse timing
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!ow will you deliver the training": #ecture
$ideo
%ower point
&lipcharts ' blac(boards
!andouts
emote broadcast
%repare materials
Know how e)uipment wor(s Ma(e sure your materials wor( with e)uipment
Square 1
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Advance Work
Arrive early!
*eating
arrangements E)uipment
+,$- &acility contact
#ight controls .utlet locations '
extension cords
oom temperature
Emergency
procedures
Exits
est rooms
/elephones
0rea( rooms '
vending
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Tell them what
youre going toteach them
Teach themTell them what
youve taught
them!
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Training Tips
Commit yourself:
1nvest time and energy
%repare your materials: 2on3t wait until the last minute4
%ractice:
Especially when you are just starting out
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!ave a positive attitude4 /horough preparation will give you confidence
Expect to be nervous
5ormal even for veterans 2ress appropriately
#oo( professional
6ear comfortable shoes *how enthusiasm
*pea( loudly and clearly
Training Tips
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Philosophical Perspective
78 *tudents cannot be trusted to pursuelearning
98 +bility to pass examinations judges student
promise8 Evaluation is education; education is
evaluation
bric( upon
bric(?
@8 /ruth is (nown; students must accept it
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Students cannot be trusted to
pursue learning 6or( must be assigned
Completion of wor( must be supervised
Continual guidance and evaluation *tudents have no choice in choosing topics
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Ability to pass examinations
judges student promise %assing examinations is a useful
s(ill
Examinations emphasiAe rote learning
2oes not promote originality of thought or
scientific curiosity
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valuation is education!
education is evaluation
Examinations have become the goal of
education
Examinations do not promote reactionto the material and impede its synthesis
Examinations promote conformance
5o credit given for creative thought
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Presentation equals learning
*tudent learns only what is in the lecture8
&orces the memoriAation of facts8
5egative impact on gaining meaning from the
material8
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"no#ledge is accumulated best
$brick upon brick%
!arvard eliminated re)uirement for preBmed8
undergraduate major8
0y third year of medical school students
without preBmed had better grades and a
greater breadth and promise than preB med
majors8
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However:
.ther educators feel it is far more
important to:develop an individual3s creativity the
ability to discover new relations and
devise new techni)ues and approachesto problemsD-whilethat person becomes competent
in designing- conducting- andinterpreting rigorous studies8
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People in education are now
suggesting that true learning takes
place through a re-discovery
process which is based on the
following assumptions :
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78!uman beings have a natural potential for
learning
98 *ignificant learning ta(es place when the
subject matter is perceived by students as
having relevance for their own purposes
8 Much significant learning is ac)uired
through doing
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=8 *elfBinitiated learning which involves all of
the learnerBBfeelings as well as intellectBBis most
lasting
@8 1ndependence- creativity- and selfBreliance
are all facilitated when selfBcriticism,evaluationare used
8 /he most useful learning is openness to
change
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1.Human beings have a natural
potential for learning %eople are naturally curious and are both
eager and not eager to learn
#earning is painful but provides great
satisfaction
/he tendency to learn is more li(ely to
appear when people see relevance to
themselves in the learning process
2 Si ifi l i k l h h bj
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2. Significant learning takes place when the subject
matter is perceived by students as having relevance for
their own purposes
6hen individuals use related materials to
achieve goals learning ta(es place withgreater rapidity and depth
!igh motivation on the part of the student
increases the rate of learning i8e8 adolescents
)uic(ly learn how to drive a car
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3. Much significant learning is
acuired through doing Confronting students with practical
problems- social problems- ethical
problems etc8888 is effective in promoting
learning
0rief- intensive experiences for
individuals facing immediate problems
are especially effective
! " i i f ili d h h d
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!. "earning is facilitated when the student
participates responsibly in the learning
process
*tudents set goals
&ind their own resources
2efine their own problems
/a(e responsibility for their decisions 2ata from industry and the field shows
participative learning is far more effective
than passive learning
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#. Self$initiated learning which involves all
of the learner$$feelings as well as intellect$$
is most lastingesearch shows that total involvement in
learning is most effective
/his type of learning is associated with
artistic wor(
/his approach helps students evaluate their
learning without the approval of some
authority judging them
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%he previous assumptions lead
to the following general
statements concerning well$
conducted training programs
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%he leader is the guide
rather than the authority
figure in a training
program
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ealness or genuineness
0e yourself
1nteract with learners on one
to one basis
0e able to express feelings
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mpathetic understanding
*tudents point of view
Fnderstanding withoutjudgment
*tudents will appreciate your
efforts
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+s the facilitator you
have a responsibility for
assuming the following
role in the classroom:
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'acilitator esponsibilities *etting the initial mood of the group
1mpart a sense of freedom and create a
climate of learning
Motivate learning by letting the students
have input into the learning structure
/ry to provide a wide range of resources .ffer yourself as a resource
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'acilitator esponsibilities
0e accepting of comments made- avoid
getting defensive
Express your views as those of one
individual only /a(e the initiative in sharing your feelings
Keep close tabs on the climate of the class
ecogniAe and accept your own limitations
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(e yoursel)
*tyle embodies who we are
#earn your strengths and use them to
be successful
Conversely- minimiAe your wea(nesses
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(e 'lexible
0e more forceful when leading a
group
*pea( louder
Fse gestures
%ractice ma(es perfect
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(e mature
*tress e)uality over superiority
&ocus on solving the groups problems
2on3t be indifferent to the groups needs
+void ego trips
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ecogni*e and deal #ith tension
1n the beginning some in the group may a littledefensive
/hey may be a little tense- wondering what they
have gotten into
6hat demands will be made on them- will the
course be worthwhile" +llay their fears and lower their tension level by
creating a climate that is open
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+e)ine roles
emind the group that their combined
experience is far greater than yours
Gou are there to serve as a guide not anauthority
Gou are there to help them use the resources of
the group constructively and positively
#et them (now they3ll learn more from each
other than they will from you
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Asking ,uestions
/he )uestion is the best teaching deviceavailable to the facilitator
*(illfully used )uestions help guide
discussions- extract and develop information
Huestions gain participation and test the
effectiveness of the communication
5ever ma(e a statement when you can as( a
)uestion
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,uestions must be-
+ppropriate for the bac(ground andexperience of the group
/hought and opinion provo(ing Ienerally directed to everyone in the
group +imed at getting their thoughts rather than
reinforcing your own
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"inds o) questions
Open B allows great freedom- less threatening-student controls amount of detail in answer
losed B facilitator controls by limiting responselength and allows for reBdirection of program
irectB directed at one individual
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"inds o) questions
OverheadB covers the group as a whole
"eturn B redirects )uestion bac( at theperson who as(ed it
"elayB ta(es a )uestion from one memberof the group and redirects it at another
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&roup response to uestions
Iood )uestions re)uire the group to
thin(- after you as( a )uestion allow
ade)uate time for answer formulation andresponse
0e patientJ
ule of thumb: count to twelve before
as(ing another )uestion
listening
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Selectivity
&ocus your attention on the person who
is spea(ing and listen carefully
/his will not be easy- it3s easy to getdistracted
1t3s better to ta(e a minute to find your
place than to not listen carefully 5o matter the irrelevance of the
comment don3t be negative
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.ake sure they understand Gou3ve had time to prepare- butJ8
Most people in the group are hearing the
material for the first time
Ma(e sure you allow students time to
become familiar with a topic
Gou must stress how the concepts can be
applied to add value for the student
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.ake sure they understand
1ncrease their understanding by relating
concepts presented to their own
experiences8
!elp them learn to apply a concept to a
problem their currently facing8
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(e prepared///
Fnderstanding material is difficult %resenting it in a way that others
understand is even more difficult
%reparation enables you to organiAe
your thoughts- plan your approach-
expand your understanding and developillustrations examples and analogies
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(e prepared/// .nly preparation will give you the s(ill and
confidence you need to achieve your goals
ehearsal is difficult- but it is one of the (ey
tools of good preparation
un through your act
beforeyou go on stage
+t least concentrate on the things you willsay and go over it a few times
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+on0t play expert
Ma(e it understood that you are all going to
learn together
#f someone asks you a $uestion you
cant answer throw it back to the group
>*ay- that3s a good )uestion !arriet- lets
hear what the group has to say about that?
/his fosters group participation- and forces
them to do their own thin(ing
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llustrate
Everybody loves a story- they are >the
propelling power of persuasion?
*tories hold a groups interest a lot more thanexplaining something
Iood stories are: real- vital- recent-
timely- specific and about people
/he best stories are drawn from your
own experience ' tailored to fit the topic
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2isual3 2erbal & 2ocal 2ariety
$ariety (eeps them interested
1t can ma(e a good program outstanding
Huestion and answer- role playing- casemethod- small group discussion- games-
exercises
$ary your vocal delivery
Io to the flip chart
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nvolvement o) the students is
the heart o) the discoverylearning method
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nvolvement
Gour style- attitude ' philosophy willdetermine the level of the groups
involvement
1t means being open and honest
1t means displaying your wea(nesses as well
as your strengths 1ts ris(y- but it will get the group to open up
and then everyone will be more involved
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P i . i l
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Presenting .aterial
Fse a variety of techni)ues to present your
materials to (eep the information interesting:
$ideo
*lides
#ecture:
%ersonal experience
Case studies
&atal facts
2iagrams or s(etches
Fse pictures along with your words to clarify
concepts discussed
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Three keys to e))ective presentations
%ractice
%ractice
%ractice
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esearch esources
1nternet: www8osha8gov #ibraries
.*!+ /raining 1nstitute esource
#ibrary: $ideos available to authoriAed trainers
51.*!
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