This document discusses training the trainer and how people learn. It explains that teaching provides knowledge through concepts and practice, while training provides experience to apply this knowledge in real time applications. It then discusses when and why people learn, how learning needs are identified, different learning styles, setting learning outcomes, and designing training programs. Finally, it provides tips for effective training such as matching teaching to learners, organizing group work, preparing detailed sessions, and being creative.
This document discusses training the trainer and how people learn. It explains that teaching provides knowledge through concepts and practice, while training provides experience to apply this knowledge in real time applications. It then discusses when and why people learn, how learning needs are identified, different learning styles, setting learning outcomes, and designing training programs. Finally, it provides tips for effective training such as matching teaching to learners, organizing group work, preparing detailed sessions, and being creative.
This document discusses training the trainer and how people learn. It explains that teaching provides knowledge through concepts and practice, while training provides experience to apply this knowledge in real time applications. It then discusses when and why people learn, how learning needs are identified, different learning styles, setting learning outcomes, and designing training programs. Finally, it provides tips for effective training such as matching teaching to learners, organizing group work, preparing detailed sessions, and being creative.
This document discusses training the trainer and how people learn. It explains that teaching provides knowledge through concepts and practice, while training provides experience to apply this knowledge in real time applications. It then discusses when and why people learn, how learning needs are identified, different learning styles, setting learning outcomes, and designing training programs. Finally, it provides tips for effective training such as matching teaching to learners, organizing group work, preparing detailed sessions, and being creative.
understand this knowledge and transform it into real time application. When do people learn? Corporates • Programmes/ short events by internal or external experts
• Work experience in other departments
• Work shadowing • Coaching on an individual basis • Mentoring Why do people learn? A learning need is: The gap between what an individual knows, understands and can do at any moment and what the person wants or needs to know, understand and do to reach defined learning outcomes. How do people learn? Identify needs
Evaluate Plan how needs
learning can best be satisfied
Assess progress and achievement Carry out teaching and learning Ways to identify learning needs • Interviewing • Diagnostic Test-Analysis of current skills against performance standards
• What does the learner need to know? • What is the gap? • What is the best way to fill that gap? Reasons for learning
• Develop existing skills?
• Provide new skills? • Improve existing levels of competence?
• Impart knowledge and understanding?
Design a training programme
Stage :1 1. Draw a line on a piece of paper ------------------------------------ 2. Indicate start and completion points of the programme Day 1------------------------------------------- ------------------------------------------ Day 10 3. On this line map the titles of modules in order Design a training programme
Stage :2 1. What is the time allocated to the programme? 2. What is the mode of delivery (e.g. full time, part time, short programme)? 3. For each module, begin to allocate time frames and numbers of sessions. 4. Remember to give time for information and knowledge practice, skill development and assessment / feedback. Methods of assessment
• Observation • Simulation • Oral Questioning • Examinations • Tests (written and oral) • Projects and Assignments • Skills Tests Tips to Effective Training
1. Match teaching to learners
2. Plan with care for ‘twilight time’ 3. Set the scene for learning 4. Organise pair work and team work 5. Insist on reports on learning and activities 6. Prepare the session down to the last detail 7. Prepare learning materials to suit situations 8. Help learners retain learning 9. Reach beyond the classroom 10. Be creative, be you
2023 - 2 - EPISTEMOLOGIA - Roots of Human Sociality - Culture, Cognition and Interaction (Stephen C. Levinson (Editor), Nicholas J. Enfield (Editor) - 1, 2006 - Routledge
2023 - 2 - EPISTEMOLOGIA - Roots of Human Sociality - Culture, Cognition and Interaction (Stephen C. Levinson (Editor), Nicholas J. Enfield (Editor) - 1, 2006 - Routledge
