Objective By the end of this session, trainee will be able to: Develop a training lesson geared to the learning

g needs of Individuals. Prepare for a training session. Develop a training module. Conduct a Training The beautiful thing about learning is that no one can take it away from you. -B.B King. Ice Breaker Introduce yourselves Introduce nlightenment !s" the Individual their e#pectations $uote their e#pectations

Enlightenment Training Training is the process of sharing and teaching new s"ills and "nowledge. %efreshing previously learned s"ills and information that will enable Individuals to get !&!% . !&!% ' (( ) !CC PT!'C Create the Intend and *ision +earn ,ore to Teach more. Enlightenment Training Skills To develop-conduct training programs. To coach people ) Identify their learning styles To write procedures for others to follow. To .bserve Individual speech and vision, to Identify the bloc"s. To create an ambience to open up. Enlightenment Tips & Rules !nything is possible

Brea" your own Beliefs ) the beliefs of others Tune to create harmony within People /nderstand love /se Detached !ttachment Training and learning is an everyday process Be an .rator for life nlightenment is a 0ourney

Specialized Kno ledge 1nowledge will not attract ,oney, unless organi2ed and intelligently directed through practical plans of action, to the definite end of accumulation of money. ! Steps in "eveloping & #onducting a Training session 3!'!45 T%!I'I'6 % $/I% , 'T 7 D * +.P + !%'I'6 .B0 CTI* ( 8 ./T+I' T%!I'I'6 C.'T 'T 9 D * +.P T%!I'I'6 : C.'D/CT T; T%!I'I'6 $nal%zing Training Re&uirements &hy &ho &hat &hen &here 'h% is training re<uired= 'ho are the learners= 'hat is the training content= 'hen will the training be conducted= 'here will the training be conducted= 'hat are Training Outcomes &e train people for specific three purposes: 3 hanging an !ttitude or Behavior 7 +earning a ("ill 8 Transferring 1nowledge "evelop (earning Objectives 'hen %ou develop learning objectives: 3. you must focus on what you want the participants to achieve as a result of the training. 7. Identify ma>or tas"s: what must be performed as a result of training= 8. Develop appropriately stated ob>ectives: &ords that describe observable actions?

Outline Training #ontent 4our training content outline 3. +ists the content trainees must learn 7. ,ust be in alignment with the learning ob>ective. 8. ,ust Identify the various learning styles Training #ontent It helps you eliminate unnecessary sub>ect matter. It helps you organi2e and se<uence data. It serves as a chec" for ensuring that your participants can meet the learning ob>ective Training )ethods Case (tudy Demonstration 6roup discussion %ole Play #ercises

Trainer presentation "evelop a Training *lan Training plan: .utlines the sub>ect matter for the trainer about the participant& various activities that will ta"e place. 'h% a Training *lan Presents logical se<uential listing of contents +ists aids, materials and e<uipment to be used. Provides the learner involvement at appropriate stages @ocuses on ,a>or points to be learned Proceeds from the "nown to the un"nown Training *lan (teps to structure the lesson plan: %eview .verview and ob>ectives. Presentation #ercise (ummary

Revie Step *rocess+ Introduce the topic. +et participants share their "nowledge. %ecogni2e group resources. *urpose+ %eview learners general "nowledge of the topic. Overvie Step *rocess+ 6o over lesson activities. stablish the importance of learning content

Cover lesson ob>ectives. Identify various learning styles *urpose+ ,otivate the learners , St%les o- (earning @eelers .bservers Doers Thin"ers #hart

Doer Practice Apply concepts Simulations

Feeler Personal Experience Role plays Group exercises

Strive for Variety

Thinker Reading Questioning Independent activities

Observer Lectures Discussion Problem solving

#onducting the training Develop the plan Prepare the content outline +earning .b>ectives !naly2e training re<uirements .acilitation Skills !ttending .bserving +istening $uestioning

$ttending skills Body +anguage @ace the learners ,aintain eye contact ,ove toward learners !void distractions "o/s o- $ttending Behaviors @ace the participants !ppropriately scan the group &al" toward participants (mile at individuals Circle the room during the e#ercises /se natural facial e#pressions "on/ts o- $ttending Behaviors Tal" to a visual aid (tand too far (tand in a fi#ed position (can the group too fast (tare at one person Turn your bac" to part of the group +oo" at your watch Put your hands in your poc"ets

'atch -or *ositive signs -rom participants

Enthusiasm and 0nderstanding - (miling - 'odding !ffirmatively - +eaning forward - ,a"ing eye contact

'atch -or 1egative signs -rom participants Boredom 4awning (taring (huffling feet +eaning bac"ward +oo"ing at watch 'atch -or signs o- #on-usion -rom participants Confusion @rowning (cratching head Pursing lips (taring vacantly !voiding eye contact 2uestioning Skills Three aspects o- &uestions+ !s"ing <uestions ;andling answers to <uestions %esponding to participants <uestions