How to Conduct Training.
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Transcript of How to Conduct Training.
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How to Conduct Training SessionsHow to Conduct Training Sessions
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Training goal
The purpose of the training
is to increase trainers
knowledge and skills on the
active learning strategies
needed to effectively
communicate Treatnet training
sessions.
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Training objectives
At the end of this workshop, you will be able to:
Understand the concepts of active learning
1. emonstrate one training strategy (in additionto lecturing using PowerPoint) that will work withyour participants
!. Attract participants and encourage their
attendance
3. Create the proper environment and selectmaterials for your training
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How many of you
Are familiar with "icrosoft #ower#oint$ %ave created presentations in #ower#oint$ %ave given lectures using #ower#oint$
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How to use PowerPoint presentations
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What is PowerPoint (PP)?
"icrosoft computer software program
&ecture and presentations
A group of slides &aptop, pro'ector, ( screen
#rinted slides, notes, ( handouts
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How to prepare presentations inPP
#ro'ector or paper
Use the instructions in the&eaders )uide or "anual
Adapt and translate the slides
*ehearse several times
#
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Tips for eectively presenting in PP()
Use participants names
+ace participants
e aware of your timing: -tay onschedule
Use the power of your voice
Use nonverbal communication Use e/amples as much as you can
$
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Tips for eectively presenting in PP (!)
Avoid simply reading the slides 0stablish continuous eye contact *efer to the pictures, graphics, ( figures
e aware of participants
nonverbal signs 0ncourage participation:
uestions, comments, e/amples,feedback, etc.
%&
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How to use the sli"es (#)
1. )o straight to the point
!. "ake it easy
2. 3onnect with participants4
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What is in the sli"es? (!)
-tructure of the presentations:-tructure of the presentations:
Case studies
1earning acti,ities 2uestions and comments
Postassessment
Thank you for your time
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Principles of $ctive %earning
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Telling vs& teaching (')
Telling onlyTelling only
oes not re5uire an
acti,e audience.
TeachingTeaching
6e5uires an acti,e role
*y the person who
learns.
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Telling vs& teaching ('')
Telling onlyTelling only
Unidirectional
TeachingTeaching
idirectional
%!
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8
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:lah *lah *lah;andmore *lah *lah;
Can some*ody
tell me whataddiction is9
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What is active learning?
Active processActive processof information and5or skills
e/changee/change from the trainer to the
participants, and the
#rocessing, understanding#rocessing, understanding, and connectingconnectingof the new information5skills with previous
knowledge by participants.
Active learning reuires mental andphysical participation4
%"
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$ctivity e*ection
Think a*out the 67*-T67*-Tpresentation that you
ha,e attended.
Share with the rest of the group why that
presentation didn=t work.
%#
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$ctivity ! +rainstorming
%aving that poor; presentation in mind:%aving that poor; presentation in mind:
hat kind of things would you do differently9
6emem*er there are no good or *ad answers
%$
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$ctive learning Participants,role
Active learning reuires that participants:Active learning reuires that participants:
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How to pro"uce active learning()
'nclude content that connects with your
participants= pre,ious knowledge
'nclude content > acti,ities that are
applica*le
?-plain content with e-amples images
situations etc.
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How to pro"uce active learning(!)
'nclude acti,ities that are useful
@ake learning a fun e-perience
?ncourage participation
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'cebrea-ers ()
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'cebrea-ers (!)
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'ce brea-ers (.)
food and water are provided?
3&
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/nergisers
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Techni0ues use" in our 1o"ules
:rainstorming
Case Study
Comment Cards emonstration rawing > illustration
?nergiser Aallery walk
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Aroup Beed*ackAroup Beed*ack
*ser,ation / Beed*ack*ser,ation / Beed*ack
6eflection6eflection
6oleplaying6oleplaying
6otating 6oles6otating 6oles
Silent or ut1oudSilent or ut1oud
6eading6eadingStory TellingStory Telling
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+rainstorming
Ai,e participants a topic or a 5uestion.
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2ase stu"y
This techni5ue pro,ides participants with a
description of an e,ent incident or situation
related to the su*+ect under discussion.
Participants analysethe case and report
their findings to the entire group.
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2omment car"s for shy participants
Hand out cards to all participants at the *eginning ofthe session.
Participants can write comments on the cards and
hand them to the trainer at any time. concerns with the group or
pri,ately if necessary.
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3emonstration
Ask participants to practise a new skill by
showing what they have learnedto the
rest of the group. -uch demonstrations
allow learners to try out; new learning.
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3rawing 4 illustration
Some participants learn *est through
,isual acti,ities. Consider illustrating a
conceptthrough a drawing rather thane-plaining it in words or ask participants
for a ,olunteer who could
illustrate what you ha,e,er*ally taught in a drawing.
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5allery wal-
Post items for participants to re,iew around the training room.
Participants walk around the room re,iewing the displayed itemsor answering a 5uestion.
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5roup 6ee"bac-
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Pro7le 2ar"s 1ini casestu"ies
Pass out the case studies to groups.
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8bservation
Participants o*ser,e an acti,ity.
nce the acti,ity is concluded they
pro,ide feed*ack on positi,e and
negati,e *eha,iors.
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e*ection ()
6eflection allows participants to stop and thinka*out what they ha,e e-perienced.
6eflection helps
participants synthesise
new material and
connect it to theirown e-periences.
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e*ection (!)
ays to encourage reflectionDAi,e participants specific 5uestions to consider and ha,e
themD rite down their thoughts iscuss what they ha,e learned with other participants 'llustrate what they ha,e learned in a drawing @ake a plan on how to apply the new skills or knowledge
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Reflection helps participantsReflection helps participants
synthesise new material andsynthesise new material and
connect it to their own experiences.connect it to their own experiences.
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ole Playing
7ne person plays the role of the clinician
and another person plays the role of the
client.
The group observes
and provides
feedback on their
performance.
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9ilent or 8ut:%ou" ea"ing
Some people can learn *est *y
reading te-t.
Consider incorporating *rief periods of
silent or outloud reading into yourtrainings.
@ake reading fun and encourage acti,e reading *y
pro,iding a means for participants to interact with thete-t (e.g. graphic organi8ers 5uestions to answer or
space for notetaking).
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9torytelling ()
Earrate a story.
't could *e personal fictional apara*le an allegory a fa*le etc.
Fse the story as a way to open
a discussion
engage participants sharee-periences pose and > or sol,e
pro*lems and aid understanding.
4"
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The training room
*oom temperature, light, noise, etc.
-itting arrangements
Audiovisual *esources
"aterials
6ater, tea, coffee, ( snacks 6.3. locations
&
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The training room 9eatingarrangements for a lecture
%
1 !
2
G Trainer
G Participants
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The training room 9eatingarrangements for wor-ing groups
0
@
B
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;now your materialsaudiovisual or paper?#resentation >audiovisual or paper?
-ignin sheets-ignin sheets #repost assessments#repost assessments
Training satisfaction surveyTraining satisfaction survey
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ecommen"e" materials
"
6hite board and markers6hite board and markers
#ro'ector#ro'ector
&aptop or desktop computer&aptop or desktop computer
=ame tags=ame tags
3ertificates of completion3ertificates of completion
6ater, tea, coffee, snacks, etc.6ater, tea, coffee, snacks, etc.
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%ogistics
Take care of issues such as:
#articipants transportation needs
irections to the training center ( room #osting signs for the training
)etting your participants contact information
to send certificates, followup forms, etc. )etting directions to 6.3. >toilets?
#
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8nce participants are present()
1. 6elcome participants and introduce
yourself.
!. istribute name tags.
2. Ask participants to complete the pre
assessment. Allow about 1C1 minutes to
complete this task.
@. 3ollect preassessments.
!0Continued
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8nce participants are present(!)@. 0/plain your role in this training and your
e/perience in substance abuse treatment.
. Ask participants to introduce themselves
>if !C participants or less?
B. #resent the agenda >handouts?
D. -tart the training
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8nce the training is over ()
1. "ake sure you answer all participantsuestions
!. Ask participants to complete the Training
-atisfaction -urvey2. Ask participants to complete the post
assessment
@. 3ollect surveys and postassessment forms
. #rovide your contact information and a followup plan for uestions
B. Thank participantsfor their time
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!
Euestions and 3omments $Euestions and 3omments $
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!"
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