Training of

Trainers
BHLMW

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

Equips for ambiguous future
challenges
Meets current
Defines organisational
organisational requirements
future
Focuses on the group
Is focused by individuals
Primarily structured

Primarily organic

Doing

Understanding

Andragogy vs.
Pedagogy

In the mid 60s 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 learned

Decide for themselves what is

important to be learned

Accept the information being presented

at face value

Need to validate the information based

on their beliefs and their experiences

Expect that what they are learning will

be useful in their long-term future

Expect that what they are learning is

immediately useful

Generally viewed as having little or no

experience clean slates

Have much experience upon which to

draw may have fixed viewpoints

Generally viewed as having little ability

to serve as knowledgeable resource to
fellow classmates

Have significant ability to serve as

knowledgeable 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 teachers 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, Aust

Activity
Protagonist
Moral
Plot
Twit
Impoverished
Meager

Trainer
Exhort
Ration
Willing
Design
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 &
Secondary
Dimension
s of
Diversity

Work
Background
Educatio
n

Parental
Status

Age

Sexual/
Affectional
Orientation

Physical
Abilities/
Qualities
Geographi
c Location

Income

Race
Marital
Status

Ethnicity
Gender
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
ETHOS:
Messenger;
speaker; traits
of the speaker;
eloquence
PATHOS: Recipient;
audience; mood
AGORA: Context;
setting;
medium; size of
audience; noise

SOCIAL CONTEXT

(Message)
MESSENGER

(Response to Message
or Feedback)

SOCIAL CONTEXT

RECIPIENT

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
M
U
L
A
T
I
O
N

Anticipation of release

ATTENTION
CURVE

Instructors graveyard
T
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.

Multi-sense Learning

Average retention rate

5%

Lecture/hear

10%

Reading/see

20%

Audio-visual/see & hear

30%

Demonstration/see & hear

50%
75%
90%

Discussion group/say & hear

Practice by doing
Teach others/immediate use of learning/say, see
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
Feedback
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
Principle
Recency
Appropriateness
Motivation
Primacy
2-Way
Communication
Feedback
Active Learning
Multi-sense
Learning
Exercise

What We Do
Now

How We Will
Change

Facilitating
Learning
1. Identifying needs and how best training can
respond to those needs;
2. Eliciting and clarifying the purposes of the
participants and Whats in it for me? (WIIFM);
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!