Preparing for Training

Pretoria 2004 Bruce Hugman/UMC

Preparing for training

Principles and practicalitiesA presentation by

Bruce HugmanConsultant to the UMC


Purpose

• What are the exact purposes/objectives of the training– As a whole (vision; the grand

plan)?– In each section?

• In terms of – Behaviour?– Attitude?


The trainer

• What level of knowledge?• What level of training skill?• What training materials?• What supervision and support?

Skills for training the trainers


Your students

• What is the current frame of mind of the students:– Motivation– Attitude– Knowledge– Ability to learn– Willingness to change– Need for achievement/reward:

intrinsic/extrinsic


Obstacles

• What are the internal and external obstacles to their learning and to changing?– How can they be helped to deal

with internal obstacles?– How can they be helped to deal

with external obstacles?


Learning style

• What are their key learning modes/styles and expectations?– Passive/interactive/participative– Theoretical/academic (educational)– See and imitate/rote learning

(training/apprenticeship)– Follow instructions (mechanistic

training)– Debate and learn

(educational/developmental)


Key influences (1)

• What are the key influences in the success of the learning task?– Contextual (work environment; bosses,

etc)– Personal (readiness, motivation and

learning mode)– Purpose (vision; perceived

value/importance)– Method (match to student profile and

the real world)


Key influences (2)

– Implementation (feasibility; variation, discretion, improvisation, support)

– Follow-up (evaluation, re-inforcement/reward, re-training)


Principles of good education/training

– Empathy with students– Clear purpose and objectives– Participation and processing of

learning– Reinforcement of learning– Repetition of core learning tasks– Testing of learning– Support and monitoring– Reward.


Lesson planning (1)

• Define practical, achievable objectives for the session and the whole course

• Identify the exact learning to take place (outcomes)– Knowledge– Skills– Attitudes/values– Behaviour


Lesson planning (2)

•What do you want to have changed by the end of the session?


Lesson planning (3)

• Brainstorm available training methods and materials

• Choose appropriate methods and materials

• Make them interesting, elegant, modern and memorable


Lesson planning (4)

• Build in participative discussion and activity

• Build in checks of understanding and assessment of learning

• Use some imaginative methods (e.g. case-studies, tests, quizzes, games)

Motivate, challenge and stimulate


Plan a one hour training session

An overview of the importance of ADR monitoring for the welfare and safety of patients being treated for HIV/AIDS: purpose and practice


Output

• A Powerpoint presentation describing your lesson plan in detail

OR• A Powerpoint presentation prepared for your actual lesson– Not more than 20 slides– The lesson itself does not have to be delivered as a Powerpoint presentation

Preparing for Training

Documents

Transcript of Preparing for Training