Training of Trainers

BHLMP
 Session Objectives

At the end of the session, the participants

will be able to :
1.Appreciate the difference between
training and learning
2.Differentiate the difference between
child and adult learners
3.Discuss the Adult learning principles
 Training

• A systematic process that facilitates the

development of knowledge, skills and
attitudes for current or future jobs
Rogers, C.R. Client Centered Therapy. Boston: Houghton-Mifflin, 1951.

• A set of activities that involves both

teaching and learning
 Learning

• A change in behavior or attitude in

a positive direction that results
from experience.
Harris, T.L, and Schwahn, W.E. Selected Readings on the Learning Process. New York: Oxford University
Press, 1961.
 Training vs Learning
TRAINING LEARNING
Skills development Behaviour change
Externally applied Internally accepted
Short term skill uplift Long term change
Equips for known challenges Equips for ambiguous future
Meets current organisational Defines organisational future
requirements
Focuses on the group Is focused by individuals
Primarily structured Primarily organic
‘Doing’ ‘Understanding’
 Andragogy vs. Pedagogy
• In the mid 60’s Malcolm Knowles 1st used the term
“Andragogy” or the science of teaching adults as
opposed to “pedagogy” or the science of teaching
children

• Greek “anere” for adult and “agogus” the art and

science of helping students to learn.

• Knowles was the first to clearly theorize why adult

learning is different from the pedagogical approach

Knowles, M.S. The Adult Learner: A Neglected Species. Houston: Gulf,

1973.
 What makes teaching
adults different?
Children Adults
Rely on others to decide what is important to be Decide for themselves what is important to be
learned learned
Accept the information being presented at face Need to validate the information based on their
value beliefs and their experiences
Expect that what they are learning will be useful Expect that what they are learning is immediately
in their long-term future useful
Generally viewed as having little or no experience Have much experience upon which to draw – may
– “clean slates” have fixed viewpoints
Generally viewed as having little ability to serve Have significant ability to serve as knowledgeable
as knowledgeable resource to fellow classmates resource persons to fellow participants

Are less actively involved Can actively participate

Learn in an authority-oriented environment Function best in a collaborative environment

Planning is teacher’s responsibility Share in planning

 Activity
(pp 14-15)
 Learning Styles
• Certain behaviors indicate a particular learning style is by. For
example,
• — High A scorers use words and phrases that indicate
learning through seeing, such as “watch how I do this,” etc.
They tend to provide written instructions, draw diagrams, and
refer the learner to the manual, etc.
• — High B scorers encourage listening to the instructions
rather than doing, showing, or providing written instructions
about how to accomplish a task. They often discourage others
from taking notes or trying to do the task.
• — High C scorers teach by actually doing a task with the
learner.
 Principles of Learning
RAMP2FAME

Kroehnert, G. (2001). Basic Training for Trainers, McGrawhill, Australia

 Activity

Protagonist Trainer
Moral Exhort
Plot Ration
Twit Willing
Impoverished Design
Meager Oblivion
 Recency

Things that are learned last are those

that are best remembered by the
participants.

•Applies to the content at the end of

the session
•Applies to the things that are freshest
in the participants’ minds
Recency
Recency
 Appropriateness

All the training, information, language,

training aids, case studies and other
materials must be appropriate to the
participants’ experience and level of
knowledge & skill.
Primary & Work
Secondary Background

Dimension Educatio Income

Age
s of n
Sexual/
Diversity Affectional
Orientation Race
Parental Marital
Status Status
Physical
Abilities/ Ethnicity
Qualities
Gender
Geographi
c Location Experienc
e
Religious
Beliefs

Loden, M. & Rosener J. (1991). Workforce America! Managing Employee Diversity as a Vital Resource ,
Homewood, Illinois, Business One Irwin.
 Motivation

Participants
must want to learn,
must be ready to
learn and must have
some reason to
learn.
 Primacy

• Things participants learn first are

usually learnt best.
 Activity
• Find a partner, someone who is not close to you or you do not
know very well.
• Decide person “A” and person “B”
• When I say “GO”, nobody talks.
• Get a small piece of paper and a pen;
• On the small piece of paper;
– Person “A” writes any question that pops on his mind
– Person “B” writes an answer or statement to the question.
– Do not show your small piece of paper to your partner
 2-Way Communication

Training process involves

communication with the
participants, not at them.
 4 Pillars of Communication

LOGOS: Message;
arguments; facts
SOCIAL CONTEXT

ETHOS: Messenger;
speaker; traits of
the speaker; (Message)
eloquence MESSENGER RECIPIENT
(Response to Message
or Feedback)
PATHOS:
Recipient;
audience; mood
SOCIAL CONTEXT
AGORA: Context; setting;
medium; size of
audience; noise
 Feedback

Both the facilitator and the

learner need information from
each other.
 Active Learning

Participants learn more when

they are actively involved in the
process.
 Active Learning
High initial expectations
S
T
I
A M Anticipation of release
U
L
A
T ATTENTION
I CURVE
O
N
“Instructor’s graveyard”

Ammons, L., The Effects of Time of Day on Student Attention and Achievement, www.eric.ed.gov
24
 Multi-sense Learning

Learning is far more effective if the learners use

more than one of their five senses.

Sight Hearing Smell Touch Taste

Multi-sense Learning

5% Lecture/hear

10% Reading/see
Average retention rate

20% Audio-visual/see & hear

30% Demonstration/see & hear

50% Discussion group/say & hear

75% Practice by doing
Teach others/immediate use of learning/say, see
90% hear & do
National Training Laboratory, Institute for Applied Behavioral Science, Alexandria, Virginia,
USA. 26
Hear and I forget

I see and I remember

I do and I understand
Confucius c.450 BC

If you tell me, I will listen.

If you show me, I will see.

But if you let me experience, I will learn.

Lao-Tse 500 BC

27
 Activity
RAMP2FAME
Recency
Appropriateness
Motivation
Primacy
2 – Way Communication
Feedbac
k Active Learning
Multi-sense Learning
Exercise
 Exercise

Things are best remembered if

they are repeated; also referred to
as meaningful repetition.
Buzz Session: Incorporating Adult Learning
Principles into Your Training
Adult Learning
What We Do Now How We Will Change
Principle
Recency
Appropriateness
Motivation
Primacy
2-Way Communication
Feedback
Active Learning
Multi-sense Learning
Exercise
 Facilitating Learning

1. Identifying needs and how best training can

respond to those needs;
2. Eliciting and clarifying the purposes of the
participants and “What’s in it for me?” (WII-FM);
3. Creating a psychological climate of trust, respect,
understanding and care.
4. Fostering genuine participation
5. Making available a rich resource for learning
6. Assessing learning attainments and providing
feedback
Thank you!