Every trainer's handbook:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New Delhi [u.a.]
Sage Publ.
2002
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 341 S. |
| ISBN: | 0761994955 0761994963 8178290669 8178290677 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
List of Boxes 14
Acknowledgements ¦ 15
Introduction 17
1. TRAINING 23
1.1 Concept, Meaning and Scope 24
1.1.1 Training and education—as approaches to learning 25
1.1.2 Training and teaching 2 7
1.1.3 Understanding the concept of training 2 7
1.2 Reasons for Training 29
1.2.1 Pre service training 29
1.2.2 In service training 30
1.2.3 Enhancing organisational effectiveness 33
1.3 Stakeholders in Training and their Responsibilities 33
1.3.1 Participants 34
1.3.2 Organisations 35
1.3.3 Training agency 38
1.3.4 Training team or trainers 42
1.3.5 Funding or donor agencies 43
1.4 On the Job Training 43
1.4.1 Need for on the job training 43
1.4.2 Specific features of on the job training 44
2. LEARNING PROCESS IN A TRAINING PROGRAMME 47
2.1 Learning in the Present day World 48
2.2 General Concept of Learning—Some Attributes 49
2.2.1 Learning is a natural phenomenon 49
2.2.2 Learning as a lifelong pursuit 49
2.2.3 Learning occurring through structured and unstructured activities 49
1.1 A Learning as a basis of an individual s behaviour 50
2.2.5 Desire for change stimulates learning 50
2.3 Understanding the Process of Learning in a Training Programme 50
2.3.1 Learning is an evolutionary process 51
2.3.2 Learning is a product of collaboration 51
2.3.3 Learning process is unique to an individual 51
2.3.4 Learning also takes place at the subconscious level 52
2.3.5 Learning has intellectual and emotional elements 52
2.3.6 Learning does not progress at a uniform pace 53
2.4 Distinguishing Features of Adult Learners 53
2.4.1 Owners of unique personal experience 53
2.4.2 Adults are more concerned with short term application of training 54
i
8 Every Trainer s Handbook
2.4.3 Capable and willing to take greater responsibility for their learning 54
2.4.4 Possess the ability to visualise or construct real life situations 55
2.4.5 Have a well defined self image 55
2.5 Basic Learning Styles of Participants 56
2.5.1 Participants learning styles—some attributes 56
3. DEVELOPING AN INTEGRATED APPROACH TO LEARNING
IN A TRAINING PROGRAMME 61
3.1 Need for an Integrated Approach to Learning in Training 62
3.2 Four Ways in Which a Participant Learns 62
3.2.1 Affirmation or endorsement of existing learning 63
3.2.2 Building on present level of competencies 63
3.2.3 Development of new knowledge and skills 63
3.2.4 Learning after going through a process of delearning 64
3.3 Methods of Learning in a Training Programme 64
3.3.1 Direct inputs by the trainers 65
3.3.2 Learning through sharing within the training group 66
3.3.3 Learning through practice and exercise 66
3.3.4 Formal and informal methods of observation 67
3.3.5 Out of session exchanges with participants and trainers 67
3.4 Factors influencing the Learning Process 67
3.4.1 Personal factors 68
3.4.2 Environmental factors 74
4. STEPS IN PREPARING A TRAINING DESIGN 81
4.1 Birth of a Training Programme 82
4.1.1 Initiative by a training agency 82
4.1.2 Initiative by an organisation 83
4.1.3 Initiative by a group of organisations 84
4.2 Identifying and Analysing Training Needs 84
4.2.1 Understanding training needs 84
4.2.2 Identifying training needs 87
4.2.3 Analysing training needs 93
4.3 Setting Out the Programme Objectives 94
4.3.1 Understanding programme objectives 94
4.3.2 Need for setting programme objectives 95
4.3.3 Establishing programme objectives—considerations and guidelines 96
4.4 Steps in Preparing an Action Plan for the Programme 99
4.4.1 Identify programme contents 99
4.4.2 Break up programme contents into sub topics or modules 100
4.4.3 Categorise contents into information, knowledge, skills and attitudes 100
4.4.4 Organise and sequence programme contents 100
4.4.5 Determine learning outcomes for each sub topic or module 103
4.4.6 Decide on training methods and techniques 105
4.4.7 Allocate time 105
4.4.8 Decide on support materials, facilities and equipment 106
Contents 9
4.4.9 Determine assignments for members of the training team 106
4.4.10 Delegate responsibilities for management and administration
of the programme 107
4.4.11 Establish mechanism for monitoring and evaluation 107
4.5 Key Considerations in Designing a Training Programme 107
4.5.1 Nominating organisations, their objectives and work 108
4.5.2 Promoting the learning process 108
4.5.3 Training group 109
4.5.4 Maintaining momentum and impetus of the programme 109
4.5.5 Building flexibility in the programme 110
4.5.6 Effective monitoring of the programme 110
4.5.7 Training team 110
4.5.8 Management and administration of the programme 111
4.5.9 Facilitating transfer of training to the organisation 111
4.6 Informing the Participants of the Programme 111
5. DELIVERING THE TRAINING PROGRAMME 117
5.1 Arrival of the Participants 119
: 5.1.1 Meeting them on arrival 119
5.1.2 Materials they should receive on arrival 119
5.1.3 Special arrangements for those who arrive early 120
5.2 Beginning an Active Programme 120
5.2.1 Completing preparations for the programme 120
5.2.2 Connecting with participants 121
5.2.3 Opening the programme 122
5.2.4 Establishing participants ownership of the programme 123
5.3 Making the Training Group Functional 124
5.3.1 Blending the group into a cohesive entity 125
5.3.2 Establishing mechanism for participants involvement 129
5.4 Empowering the Group 130
5.4.1 Understanding empowerment in the context of training 130
5.4.2 Empowering the training group—some key tasks 131
5.5 Delivering the Programme—Some Key Tasks 136
5.5.1 Developing a bond with the training group 136
5.5.2 Breaking resistance to learning 137
5.5.3 Establishing credibility 137
5.5.4 Maintaining environment conducive to learning 138
5.5.5 Overseeing the group processes 140
5.5.6 Maintaining harmony between programme contents and
the training process 140
5.5.7 Receiving and giving feedback 141
5.5.8 Monitoring the programme and making necessary changes 142
5.5.9 Devolving responsibility for learning to the participants 142
5.5.10 Managing challenge and dissent 143
5.6 Concluding the Programme 143
5.6.1 Recalling and consolidating learning 144
10 Every Trainer s Handbook
5.6.2 Clarifying lingering doubts and queries 145
5.6.3 Re entry into the organisation and the family 145
5.6.4 Saying goodbye to the group members 146
5.6.5 Some more sample exercises for the concluding session 146
6. TRAINING METHODS AND TECHNIQUES 149
6.1 Importance of Training Methods in the Present day World 150
6.1.1 Functions of training methods 150
6.2 Factors Influencing the Choice of a Training Method 151
6.2.1 Pressures on the trainer in selecting a method 151
6.2.2 Learning objectives for the sub topic or the module 153
6.2.3 Special characteristics of the training group 153
6.2.4 Time allocated for the sub topic, module or the session 153
6.2.5 Level of competence of the trainer in effective use of the method 154
6.2.6 Availability of facilities and resources required for the method 154
6.2.7 Style preferences of a trainer 154
6.2.8 Ease of presentation 154
6.2.9 Stage of the programme 154
6.3 Lecture as a Method of Training 155
6.3.1 Why and when to use the lecture method? 155
6.3.2 Why and when not to use the lecture method? 156
6.3.3 Enhancing the usefulness of the lecture method 157
6.4 Case Study Method 159
6.4.1 Objectives of the method 159
6.4.2 Guidelines for using the method 160
6.4.3 Guidelines for writing a case study 161
6.4.4 Presentation and discussion of the case study . 163
6.4.5 Limitations of case study as a method of training 165
6.5 Role play as a Method of Training 166
6.5.1 Objectives of role play 167
6.5.2 Case study and role play—a comparison 168
6.5.3 When to use role play? 168
6.5.4 Essential elements in role play 169
6.5.5 Types of role play 171
6.5.6 Planning role play—some guidelines 172
6.5.7 Commencement of the role play 178
6.5.8 Directing action—guidelines for the trainer 181
6.5.9 Conducting the feedback session and closing the exercise 182
6.5.10 Limitations of the method in training 183
6.6 Management Games 186
6.6.1 Major objectives 186
6.6.2 Design and methodology of organising the games 187
6.6.3 Operating the game 188
6.7 Laboratory Training 191
6.7.1 Goals and Outcomes 192
6.7.2 Factors affecting laboratory training 194
Contents 11
6.7.3 Conditions for laboratory training 195
6.7.4 Trainer s role 196
6.8 Individual or Group Practical Assignments 198
6.8.1 Trainer s role 198
6.8.2 Advantages of the method 199
6.8.3 Writing assignments 199
6.9 Group Discussion as a Method of Training 200
6.9.1 Objectives of group discussion 200
6.9.2 Guidelines for organising group discussion 201
6.9.3 Limitations of the method 205
6.10 Panel Discussion 205
6.10.1 Suitability of the method 205
6.10.2 Selection of die panellists 206
6.10.3 Contents of the presentation 206
6.10.4 Physical arrangements 206
6.10.5 Role of the moderator 206
6.10.6 Inadequacies of the method 207
6.11 Brainstorming 207
6.11.1 Objectives of the method 207
6.11.2 Steps in organising a brainstorming session 208
6.12 Preparing and Using Training Support Materials 209
6.12.1 Audio visual materials 209
6.12.2 Printed materials 212
6.12.3 Developing training support materials 214
6.13 Training through Placement 215
6.13.1 Preparing for the placement 215
6.14 Field Trip as a Method of Training 217
6.14.1 Organising a field trip 218
6.15 Demonstrations 219
6.15.1 Advantages of a demonstration 219
6.15.2 Disadvantages of a demonstration 220
6.15.3 Characteristics of a quality demonstration 220
6.15.4 Preparing for a demonstration 220
7. TRAINING GROUP AND ITS DYNAMICS 225
7.1 Special Features of Training Group 226
7.2 Functional Behaviour in Training Group 228
7.2.1 Willingness and ability to provide feedback 228
7.2.2 Interventions during a session or presentation 228
7.2.3 Assisting the trainers in organising training activities 229
7.2.4 Giving support and encouragement to other participants 229
7.2.5 Helping in maintaining discipline in the group 229
7.2.6 Assisting in maintaining group harmony 230
7.2.7 Completing assignments and projects 230
7.3 Dysfunctional Behaviour in Training Group 230
7.3.T Dysfunctional behaviour during a training activity 231
12 Every Trainer s Handbook
7.3.2 Undermining the group process or affecting the learning environment 232
7.3.3 Strategy to deal with dysfunctional behaviour 233
7.4 Types of Participants in a Programme 234
7.4.1 Learner 235
7.4.2 Self seeker 235
7.4.3 Detached 236
7.4.4 Sodaliser 236
7.4.5 Tourist 236
7.4.6 Critic or fault finder 237
7.4.7 Know all 237
7.5 Stages of Development of a Training Group 238
7.5.1 Key elements in group process 238
7.5.2 Stages of development in a training group 239
8. THE TRAINER—ROLES AND FUNCTIONS 253
8.1 The Trainer—the Person 254
8.1.1 Trainer s needs vs. participants needs 255
8.2 Portrait of a Trainer—Four Key Dimensions 256
8.2.1 Values of a Trainer 257
8.2.2 Roles of a Trainer 260
8.2.3 Skills of a Trainer 265
8.2.4 Qualities of a Trainer 269
8.3 Training Styles of a Trainer 271
8.3.1 Training style —meaning, scope and dynamics 271
8.3.2 Determinants of a training style 273
8.3.3 Constituents of training style 274
8.3.4 Evolving a functional training style 275
8.4 Dilemmas of a Trainer 279
8.4.1 Popularity with die participants vs. effectiveness in training 280
8.4.2 Move with the rhythm of the group or adhere to the
programme schedule 280
8.4.3 Degree of relative emphasis on group or individual needs 281
8.4.4 Degree of control of the training process to the participants 281
8.4.5 Opting for quality participation by a few or wider participation 282
8.4.6 Timing and nature of faculty intervention in the group processes 282
8.4.7 Nature of relationship with the participants, including level of
social interaction 282
8.5 Handling Problem Situations 283
8.5.1 Some sample situations and trainer s response 283
8.5.2 General strategy to deal with problem situations 289
8.6 Preparing and Conducting a Presentation/Training Activity 292
8.6.1 Preparing for a presentation/training activity 292
8.6.2 Attributes of an effective presentation 295
8.7 Working in a Training Team—Some Key Elements 301
8 7.1 Clarity on team objectives 302
8.7.2 Proper allocation of roles and responsibilities 302
Contents 13
8.7.3 Sound working procedures and norms of functioning 303
8.7.4 Sound interpersonal relations 303
8.7.5 Regular review of work 304
9. EVALUATION OF A TRAINING PROGRAMME 307
9.1 Evaluation—Need and Purposes 308
9.1.1 Need for evaluation 309
9.1.2 Purposes of evaluation 310
9.2 Stages of Evaluation in a Training Programme 311
9.2.1 Pre tfaining evaluation 311
9.2.2 Ongoing evaluation during the programme 313
9.2.3 End programme evaluation 315
9.2.4 After training evaluation 315
9.3 Conducting the End term Evaluation 316
9.3.1 Difficulties in end term evaluation 317
9.3.2 Ascertaining reactions of the participants 319
9.3.3 Participants learning from the programme 322
9.4 Measuring Participants Learning 323
9.4.1 Uses of measuring participants learning 323
9.4.2 Measurement of knowledge 324
9.4.3 Measurement of skills 329
9.4.4 Measurement of changes in attitudes and values 331
Index 337
About the Author 343
List of Boxes
4.1 Training Components 85
4.2 Sample Programme Objectives 99
4.3 Examples of Learning Outcomes 104
4.4 Communicating Programme Information to the Participants 112
4.5 Suggested Pro forma for Gathering Information for Preparing the
Group Profile 113
5.1 Suggested Materials for Participants 119
5.2 Sample Conditions for Attending a Training Programme 127
5.3 Some Typical Participants Concerns 132
6.1 Suggested Areas for Preparing Observers Sheet 177
6.2 Briefing the Role players 181
8.1 Evolving a Functional Training Style 277
8.2 Your First Training Session 300
8.3 Co facilitating a Session—Some Guidelines 304
9.1 Examples of Questions/Statements/Items for Ascertaining Reactions
of the Participants on the Programme 321
|
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| publisher | Sage Publ. |
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| spelling | Agochiya, Devendra Verfasser aut Every trainer's handbook Devendra Agochiya 1. publ. New Delhi [u.a.] Sage Publ. 2002 341 S. txt rdacontent n rdamedia nc rdacarrier Entwicklungsländer Employees Training of Handbooks, manuals, etc Employees Training of Developing countries Handbooks, manuals, etc Occupational training Handbooks, manuals, etc Occupational training Developing countries Handbooks, manuals, etc Training Handbooks, manuals, etc Training Developing countries Handbooks, manuals, etc Berufsbildung (DE-588)4069342-9 gnd rswk-swf Entwicklungsländer (DE-588)4014954-7 gnd rswk-swf Entwicklungsländer (DE-588)4014954-7 g Berufsbildung (DE-588)4069342-9 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009985356&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Agochiya, Devendra Every trainer's handbook Entwicklungsländer Employees Training of Handbooks, manuals, etc Employees Training of Developing countries Handbooks, manuals, etc Occupational training Handbooks, manuals, etc Occupational training Developing countries Handbooks, manuals, etc Training Handbooks, manuals, etc Training Developing countries Handbooks, manuals, etc Berufsbildung (DE-588)4069342-9 gnd |
| subject_GND | (DE-588)4069342-9 (DE-588)4014954-7 |
| title | Every trainer's handbook |
| title_auth | Every trainer's handbook |
| title_exact_search | Every trainer's handbook |
| title_full | Every trainer's handbook Devendra Agochiya |
| title_fullStr | Every trainer's handbook Devendra Agochiya |
| title_full_unstemmed | Every trainer's handbook Devendra Agochiya |
| title_short | Every trainer's handbook |
| title_sort | every trainer s handbook |
| topic | Entwicklungsländer Employees Training of Handbooks, manuals, etc Employees Training of Developing countries Handbooks, manuals, etc Occupational training Handbooks, manuals, etc Occupational training Developing countries Handbooks, manuals, etc Training Handbooks, manuals, etc Training Developing countries Handbooks, manuals, etc Berufsbildung (DE-588)4069342-9 gnd |
| topic_facet | Entwicklungsländer Employees Training of Handbooks, manuals, etc Employees Training of Developing countries Handbooks, manuals, etc Occupational training Handbooks, manuals, etc Occupational training Developing countries Handbooks, manuals, etc Training Handbooks, manuals, etc Training Developing countries Handbooks, manuals, etc Berufsbildung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009985356&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT agochiyadevendra everytrainershandbook |