1.

4 Conduction of training programme

Consider following points while conducting training:

• Concentrate on ‘how to achieve learning objectives’ through active learning process
• Try to remove barriers / factors distracting learning
• Constantly interact with the participants to know participant’s reactions and modify
content/ training methodology accordingly.
• Evaluate the training course, learning at the end of course and plan to evaluate on the
job performance of trainees and effect of training after few months. Discuss the
methodology with the participants and their supervisors. Ask participants to keep in
touch and provide feedback for modifications in the programme.
Follow Principles of adult learning
• Adults are people with years of experience and a wealth of information. Focus on the
strengths learners bring to the classroom, not just gaps in their knowledge. Tap their
experience as a major source of enrichment to the class.
• Adults have established values, beliefs and opinions. Demonstrate respect for
differing beliefs, religions, value systems and lifestyles.
• Adults are people whose style and pace of learning has probably changed. Reaction
time and speed of learning may be slow, but the ability to learn is not impaired by
age. Most adults prefer teaching methods other than lecture.
• Adults relate new knowledge and information to previously learned information and
experiences. Present single concept and focus on application of concept to relevant
practical situations.
• Plan frequent breaks, even if they are 2-minute "stretch" breaks.
• Adults have pride. Allow people to admit confusion, ignorance, fears, biases and
different opinions. Acknowledge or thank students for their responses and questions.
Treat all questions and comments with respect. .
• Adults have a deep need to be self-directing. Don't "spoon-feed" the participants.
• Adults tend to have a problem-centered orientation to learning. Emphasize how
learning can be applied in a practical setting.
Encourage Interaction
• Interact with every participant and encourage participants to interact freely. In
response, it is likely that the participants will overcome their hesitation and realizing
the willingness of facilitators to interact; may start interacting.
• Look carefully at each participant’s work. Try to find whether participants are having
any problems, even if they do not ask for help. If facilitators show interest and
provide undivided attention to each participant, the participants in turn would be
compelled to work, participate actively and to ask for help whenever needed.
• Be readily available to the participant at all times; remain in the room and be
approachable.
Keep participants involved
• Ask questions frequently to check the understanding of the subject by the participants
and keep them actively thinking and participating. Questions that begin with ‘What,
Why & How’ require more than a few words to answer. Avoid questions that can be
answered with just one word and formulate questions in a positive way, for example
‘Do you think this idea is applicable in your working area?’ or ‘Do you agree with
what has been said? After asking a question, pause. Give participants time to think
and formulate a response. A common mistake is to ask a question and then answer it
yourself. If no one answers the question, rephrasing the question can help break the
tension of silence. But do not do this repeatedly. Some silence is productive.
• Acknowledge all participants’ responses. This will make participants feel valued and
encourage them and others to continue to participate. Do this with a comment, a
‘thank you for contribution’ or a definite nod. If you think a participant has missed the
point, ask for clarification or ask if another participant has a suggestion. If a
participant feels his comment is ridiculed or ignored, he may withdraw from the
discussion entirely or not speak voluntarily again.
• Answer participants’ questions willingly and encourage participants to ask questions
as soon as they think of them rather than waiting until a later time.
• Use names while calling participants to speak, and when give them credit or thanks.
Use the speaker’s name while referring back to a previous comment.
• Always maintain eye contact with the participants so that everyone feels included. Be
careful while looking at the participants. Do not look at the same participant all the
time. Looking at a participant for a few seconds will often prompt a reply, even from
a withdrawn participant.
Keep the session focused and lively
• Keep discussion lively by presenting information conversationally rather than reading
it, by moving around the room and using natural hand gestures, by speaking clearly
and varying the pace and pitch of the voice.
• Write key ideas on a flip-chart, this is a good way to acknowledge response. The
speaker would know his suggestions has been heard and will have the gratification of
having it recorded for the entire group to see. When recording ideas on a flip-chart,
use the participant’s own words if possible. If you must make it briefer, paraphrase
the idea and check it with the participant before writing it. If you can’t find the right
words to paraphrase the idea, ask the participant if he can paraphrase it for you.
Ensure that the participant feels you have understood and recorded his idea
accurately. While writing on the board, do not turn back to the group for long periods.
Use a different coloured marker to record each new idea, on the flip-chart with. This
will make the individual ideas more readable.
• Paraphrase and summarize frequently to keep participants focused on a clear idea and
to keep discussions on track. Ask participants for clarification of statements as
needed. Also, encourage other participants to ask speakers to repeat or clarify their
statement.
• Repeat the original question to the group to get them focused on the main issue again.
If someone resists getting back on track, first pause to get the group’s attention, tell
them that they have gone astray, and then repeat the original question.
• At the beginning of a discussion, write the main question on the flip-chart. Having the
question visible will help most participants to keep themselves on track. When
needed, walk to the clip-chart and point to the question.
• Do not let several participants talk at one time. When this occurs, stop the speaker and
assign an order for speaking. People usually will not interrupt if they know they will
have a turn to talk.
• Try to encourage quieter participants to contribute to the group discussions. Ask to
hear from a participant in the group who has not spoken before or walk towards
someone to focus attention on him and make him feel he is being asked to talk. Do not
embarrass or frighten a reluctant participant.
Relate Exercises to Participants’ Work
• Discuss the application of new concepts to real problems to ensure that participants
begin to think about how to apply what they are learning.
• As a first step in relating course concepts to work, ask participants to tell the group
their responsibilities as a leprosy control manager.
• After finding out the participants’ job profile, ask the participant whether he/she can
use the skills that he learned, and discuss any potential difficulties in implementation.
• Reinforce participants who discuss or ask questions about practical application of
skills.
• Do not reject alternative methods suggests by the participants; discuss them
thoroughly and compare them with those proposed in the modules.
Leading a Group Discussion and Plenary Session
• Prepare the environment. All participants in the discussion should be able to see
everyone else’s face and be close enough to hear each other comfortably.
• Set the objectives of the discussion either independently, or in agreement with
participants. The principle is to apply what has already been partially learnt rather
than cover new ground.
• Control the degree of participation of each of the members of the group. Make sure
that all members participate and that no one person dominates the discussion. You can
help to ensure this by directing questions to the more reserved participants and
inviting the more talkative to wait until the others have had a chance to speak.
• Set a well defined end-point. This will help to make the discussion more purposeful
and structured. This can be done by asking for a list of recommendations, a list of
advantages and disadvantages, and a decision. Appointing one or more of the
participants as secretary to note down the major points is helpful.
• Clarify the discussions by asking one participant to summarize what another has said
or asking participants whether comments are facts or interpretations. Whenever errors
of fact occur correct them, then & there. Refer to the secretary’s summary of points
 made form time to time. Keep all comments relevant to the main theme of the
discussion.
• Prepare material for discussion in advance by drawing up for yourself a list of the
points that you feel should be covered and generally being familiar with relevant
facts.
Manage Problems/distracting participants
• To make participants feel self conscious, walk towards them while they are talking.
• To focus attention away from the participants, walk away from the participants or turn
back to them
• When the participant pauses, break in quickly and ask to hear from another member
of the group.
• Record the participant’s main idea on a flip-chart. If he/she continues to talk about the
idea, point to it on the flip-chart and say: Thank you, we have already covered your
suggestion.’ Then ask the group for another idea.
• Do not ask the talkative participant any more questions. If he/she answers all the
questions directed to the group, ask for an answer from another individual specifically
or from a specific subgroup.
• Try to identify participants who have difficulty in understanding or speaking the
language. Speak slowly and distinctly so you can be more easily understood and
encourage the participant in his effort to communicate. Speak with the participant in
his native language if possible, to clarify a point.
Maintain Participants Interest
• Assess daily the participant’s progress, their motivation and the interest they show in
participating.
• Manage the time so that exercises are completed as planned, but be as flexible as
possible. Re-set the agenda and time-table accordingly.