Preparing for training

Principles and practicalities

A presentation by

Bruce Hugman
Consultant to the UMC

Pretoria 2004

Bruce Hugman/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?
Pretoria 2004 Bruce Hugman/UMC

The trainer
What What What What level of knowledge? level of training skill? training materials? supervision and support?

Skills for training the trainers

Pretoria 2004 Bruce Hugman/UMC

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
Bruce Hugman/UMC

Pretoria 2004

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?

Pretoria 2004

Bruce Hugman/UMC

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)
Bruce Hugman/UMC

Pretoria 2004

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)
Bruce Hugman/UMC

Pretoria 2004

Key influences (2)

Implementation (feasibility; variation, discretion, improvisation, support) Follow-up (evaluation, reinforcement/reward, re-training)

Pretoria 2004

Bruce Hugman/UMC

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.
Bruce Hugman/UMC

Pretoria 2004

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
Pretoria 2004 Bruce Hugman/UMC

Lesson planning (2)

What do you want to have

changed by the end of the session?

Pretoria 2004

Bruce Hugman/UMC

Lesson planning (3)

Brainstorm available training methods and materials Choose appropriate methods and materials Make them interesting, elegant, modern and memorable
Pretoria 2004 Bruce Hugman/UMC

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

Pretoria 2004 Bruce Hugman/UMC

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
Pretoria 2004 Bruce Hugman/UMC

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
Pretoria 2004 Bruce Hugman/UMC

Pretoria 2004

Bruce Hugman/UMC

Pretoria 2004

Bruce Hugman/UMC