Final training strategies
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The document outlines various adult learning and training strategies, focusing on defining key terms such as 'training strategy' and 'method'. It discusses factors influencing the selection of training strategies, principles of andragogy, characteristics of adult learners, and outlines multiple training methods tailored for different learning styles. Additionally, the document provides an extensive list of interactive training techniques to enhance learner engagement and effectiveness.
Final training strategies
- 1. Adult Learning & Training Strategies Adult Learning & Training Strategies
- 2. Objectives At the end of the session trainees will be able to define the terms ‘training strategy’ & ‘method’ identify the factors influencing the selection of training strategies for a training session analyze the Principles of andragogy affecting the method selection discuss various training strategies/methods classify training strategies for knowledge, skills & attitude components in a training session select appropriate training strategies for a session
- 3. Strategy: art of planning and directing/ managing an activity/operation well for a particular purpose Method: Way of doing something, orderly arrangement/habits
- 4. Training method Training: Providing learning solutions to problems on job performance Training Method: Vehicle to carry and deliver that learning solutions to the learner
- 5. A mechanism/device the trainer employs for delivering content of a subject or for facilitating the learning process with a view to achieving the pre-set learning objectives. Variety Appropriate balance of Active & passive methodologies Enough time for reflection
- 6. Factors influencing selection Level of Learning Requirement: Conceptualization, Physical skill, memorization, performance at work place, managerial/administration, organizational change Trainer Capability Learning Objectives: KSA Subject Area: Reproductive/productive Time: Delivery, Planning , Preparation, schedule
- 7. Learner Capabilities: KSA, EB , Performance gap-New recruits/Experienced Learning Styles: Activist (DE), Reflector (STB&O), Theorist(MkgCN,Syn D) Pragmatist (Impln.& Practice) Learning Principles: Motivation, Involvement Practice Feed back, Flexibility, Transfer
- 10. 10 ANDRAGOGICAL MODEL OF LEARNING • By Malcolm Knowles Assumption One Self-directedness. Assumption Two The role of experience. Assumption Three Ready to learn when they perceive a need to know or do something. Assumption Four Real-world applications. Assumption Five Adults motivated to learn because of internal factors.
- 11. Six Assumptions of Andragogy • The Learner’s Need to Know • The Learner’s Self-concept • The Learner’s Experience • Readiness to Learn • Orientation to Learning • Motivation to Learn
- 12. Some characteristics related to an adult as an individual.. 1. slowness in learning. 2. hate being blamed or ridiculed. 3. forgets quickly. 4. requires recognition and respect. 5. tends to be shy. 6. needs to be acknowledged. 7. loses temper quickly, 8. needs closer and personal attention.
- 13. Characteristics Of Adult Learners • Adults are autonomous and self-directed. • Adults have accumulated a foundation of life experiences and knowledge. • Adults are goal-oriented. • Adults are relevancy-oriented. • Adults are practical. • Adults need to be shown respect.
- 14. Learning Principles Motivation. Involvement Practice Feed back, Flexibility, Retention & Transfer
- 15. Broad Categories Of Learning Styles • Visual. • Auditory. • Tactile-kinesthetic.
- 16. Learning Style: • Visual-Verbal. • Sensory-Intuitive. • Active-Reflective. • Sequential-Global. Teaching Style: • Visual-Verbal. • Concrete-Abstract. • Active-Reflective. • Linear-Sweeping.
- 17. VISUAL LEARNER VERBAL LEARNER INSTRUCTION Video Clips; Images; Maps; Diagrams. Lecture; Audio Clips; ASSIGNMENT Power-point with Images; Mind mapping. Interviews; Seminars; Reports and Speeches. ASSESSMENT Maps; Drawings and Sketches. Read and response. Sound identification and verbal test.
- 18. SENSING LEARNER INTUITIVE LEARNER Instruction Images, Sounds and Demos. Case Studies; Hypothesis Setting. Assignments Creation of Demos; Images; Case Studies. Problem Solving; Resolution Building. Assessment Audio Tests. Outcome projections.
- 19. SEQUENTIAL LEARNER GLOBAL LEARNER Instruction Video Clips; Diagrams; Images; Maps. Lecture; Audio Clips. Assignments Mind Mapping; Power-point with images. Interviews; Seminars; Reports and Speeches. Assessment Maps; Drawings and Sketches. Sound identification; Verbal tests.
- 20. Training methods Based on the Category of Learning
- 21. Small group discussion in a group of no more than 7 participants who discuss and summarise a given subject or theme. The group selects a chairperson, a recorder,and/or someone toreport to plenary.
- 22. Can be done any time and anywhere • Allows two-way communication • Lets group members learn each other’s views and sometimes makes consensus easier • Allows group members to take on different roles (e.g., leader, recorder) to practice facilitation techniques • Involves active participation • Lets participants ask and learn about unclear aspects • Often lets people who feel inhibited share • Can produce a strong sense of sharing or camaraderie • Challenges participants to think, learn, and solve problems
- 23. Buzz group (2– 3participants) can allow participants to discuss their immediate reactions to information presented, give definitions, and share examples and experiences
- 24. Gives everyone a chance and time to participate • Makes it easier to share opinions, experiences, and information • Often creates a relaxed atmosphere that allows trust to develop and helps participants express opinions freely • Can raise energy level by getting participants to talk after listening to information • Does not waste time moving participants
- 25. Plenary or whole group discussion: The entire group comes together to share ideas
- 26. • Allows people to contribute to the whole group • Enables participants to respond and react to contributions • Allows facilitators to assess group needs • Enables people to see what other group members think about an issue • Allows individuals or groups to summarise contents
- 27. Role play: imitation of a specific life situation that involves giving participants with details of the “person” they are asked to play
- 28. Helps start a discussion • Is lively and participatory, breaking down barriers and encouraging interaction • Can help participants improve skills, attitudes, and perceptions in real situations • Is informal and flexible and requires few resources • Is creative, • Can be used with all kinds of groups, regardless of their education levels
- 29. Drama: Unlike role-play in that the actors are briefed in advance on what to say and do and can rehearse. As a result, the outcome is more predicable. Drama is often used to illustrate a point.
- 30. • Commands attention and interest • Clearly shows actions and relationships and makes them easy to understand • Is suitable for people who cannot read or write • Involves the audience by letting them empathise with actors’ feelings and emotions • Does not require a lot of facilities • Can bring people together almost anywhere
- 31. Case study: Pairs or small groups are given orally or in writing a specific situation, event, or incident and asked to analyse and solve it.
- 32. • Allows rapid evaluation of trainees’ knowledge and skills • Provides immediate feedback • Increases analytical and thinking skills • Is the best realistic alternative to field practice
- 33. Demonstration with return demonstration: A resource person performs a specific operation or job, showing others how to do it. The participants then practice the same task.
- 34. •Provides step-by-step process to participants • Allows immediate practice and feedback • Checklist can be developed to observe participants’ progress in acquiring the skill
- 35. Game: A person or group performs an activity characterised by structured competition that allows people to practice specific skills or recall knowledge
- 36. • Entertains • Competition stimulates interest and alertness • Is a good energizer • Helps recall of information and skills
- 37. Field visit: Participants and facilitators visit a health facility or community setting to observe a task or procedure and practice.
- 38. •Puts training participants in real life work situations •Allows participants to reflect on real-life work situations without work pressures • Best format to use knowledge and practice skills
- 39. VIPP (visualization in Participatory programming): Coloured cards varying in shape and size allow participants to quickly classify problems to find solutions which every participant decides on.
- 40. • Allows visualisation of problems, ideas and concerns in a simple way • Allows everyone to participate • Gives participants who tend to dominate a discussion equal time with quieter participants
- 41. Action plan preparation: Allows participants to synthesise knowledge, skills, attitudes, and beliefs into a doable plan; bridges classroom activities with practical application at work site.
- 42. •Team building for participants from the same site, district, or region • Two-way commitment between trainers and institutions • Basis for follow up, action and supervision
- 43. Talk or presentation: Involves imparting information through the spoken word,sometimes supplemented with audio or visual aids
- 44. •Is time-efficient for addressing a subject and imparting a large amount of information quickly • Facilitates structuring the presentation of ideas and information • Allows the facilitator to control the classroom by directing timing of questions • Is ideal for factual topics (• Stimulates ideas for informed group discussion
- 49. Inside-Outside Circle Students rotate in concentric circle to face new partners for sharing, quizzing, or problem solving. 4. Partners switch roles: Outside circle students ask, listen, then praise or coach. 5. Partners trade question cards. 6. Inside circle students rotate clockwise to a new partner. (The teacher may call rotation numbers: “Rotate Three Ahead”. The class may do a “choral count” as they rotate.) Set up: The teacher prepare questions, or provides a question card for each student. 1. Student form pairs. One student from each pair moves to form one large circle in the class facing outward. 2. Remaining students find and face their partners (class now stands in two concentric circle). 3. Inside circle student ask a question from their question card; outside circle answer. Inside circle student praise or coach. (Alternative: The teacher asks a question and indicates inside or outside student to answer to their partner.
- 50. Mix-Pair-Share The class “mixes” until the teacher calls “pair”. Students find a new partner to discuss or answer the teacher’s question. 5. Students share with their partner using: • Timed Pair Share • Rally Robin Set up: Teacher prepares questions to ask students 1. Students mix around the room 2. Teacher calls “pair” 3. Students pair up with the person closest to them and give a high five. Students who haven’t found a partner raise their hands to find each other. 4. Teacher asks a question and gives think time.
- 51. Rally Robin Students take turns responding orally. In RallyRobin, partners take turns. 1. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time. 2. Students take turns stating responses or solutions.
- 52. Timed Pair Share In pairs, students share with a partner for a predetermined time while the partner listens. Then partners switch roles. Hint: The teacher provides positive response gambit to use in step 3: Copycat response gambits • “Thanks for sharing!” • “you are interesting to listen to!” Complete the sentence gambits • “One thing I learned listening to you was…” • “I enjoyed listening to you because…” • “Your most interesting idea was…” 1. The teacher announces a topic, states how long each student will share, and provides think time. 2. In pairs, Partner A shares; Partner B listens. 3. Partner B responds with a positive gambit 4. Partners switch roles
- 53. RallyTable Students take turns generating written responses, solving problems or making a contribution to a project. In RallyTable, partners take turns. 1. The teacher provides a task to which there are multiple possible responses, and provides think time. 2. Students take turns passing a paper and pencil or a team project, each writing one answer or making a contribution. Variations: ROUNDTABLE – students take turns in their teams PASS-N-PRAISE – Students praise the contribution of the person passing the paper to them ROUNDTABLE CONSENSUS – Students must reach consensus before recording each answer
- 54. Numbered Heads Together Teammates put their “heads together” to reach consensus on the team’s answer. Everyone keeps on their toes because their number may be called to share the team’s answer. 6. Teacher calls a number. Students with that number answer simultaneously using: answer board share, choral practice, finger responses, or response cards. 7. Classmates applaud students who responded. Set up: Teacher prepares questions or problems to ask teams. 1. Students number off the learning mat 2. Teacher poses a problem and gives think time. 3. Students privately write their answers. 4. Students stand up and “put their heads together”, showing answers, discussing and teaching each other. 5. Students sit down when everyone knows the answer or has something to share.
- 55. OTHER STRATEGIES / TRAINING METHODS •Jigsaw. •Think—Pair—Share. •Three-step Interview. •Round Robin Brainstorming. •Three-minutes Review. •Team Pair Solo. •Circle the Sage. •Numbered Heads Together. •Partners. •Timed pair share •Rally Robin
- 56. Panel Discussion Talk shows, Sharing Anecdotes Skits Interviews-multiple level Hot seats Fish bowl Symposium Seminars Simulations Opinion Poll Multiple level group discussion/role plays
- 57. •Mixed Pair share •Inside –out side circle •Fan ‘n Pick •Carousal Feed back •All write Round Robin •Think Write Round Robin •Numbered Heads together •Jigsaw •Four Corners •Paraphrase passport •Puzzle pieces •Team notebook.
- 58. KWL, Discussion Leading, Simulation activities, Problem solving activities, Collaborative Games, Self-learning activities, buddies, one minute summary, mini-presentation, pair interaction/coaching, multi-level pair interaction in pairs/pair groups, open ended questioning and opinion poll, group/peer learning/assessment-feed back,pick-up and speak, Visual prompts and eliciting responses, projects, learning log preparation, growth portfolios etc.
- 59. Group work in Training Team Classify the following Training strategies and methods into KNOWLEDGE BASED SKILL BASED FOR TTIDUDINATION MODIFICATIONS
- 64. What could have made this training better? Other comments
- 65. Managing Your Trainees Animal Meeting : Training Manual -Page No. 215-216
- 66. Trainer Capabilities Self-Evaluation Training Manual Page No.217-219