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Train the statistical trainer

Train the statistical trainer. Module 6. Who is this course for?. This module is concerned with developing the training skills of District Office staff - who will themselves train colleagues and other professional contacts on statistical topics and ideas. What will this course cover?.

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Train the statistical trainer

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  1. Train the statistical trainer Module 6

  2. Who is this course for? • This module is concerned with developing the training skills of District Office staff - who will themselves train colleagues and other professional contacts on statistical topics and ideas.

  3. What will this course cover? • how adults learn • different types of learning skills • communication and facilitation • presentation skills • preparation and development of materials (single session and small course) • the logistics of pulling resources together into and effective relevant course

  4. Visual outline of the course

  5. Learning objectives (module) • State the objectives of a training session and choose the exercises and materials needed to achieve the objectives • Create and effectively present a session • Understand the process of constructing a training course • Feel confident to restructure existing session/ make recommendations on restructuring a small training programme

  6. Prerequisites Completion of Modules 1 to 5 of this course.

  7. Duration and timetable • 6 hours for 6 days (12 sessions) Day 1: Adult learning and training Day 2: Communication and facilitation skills Day 3: Effective presentations Day 4: Creating an effective training session Day 5: Designing a training course Day 6: Putting it all into practice

  8. Resources • Training course materials that participants have brought with them. (e.g. an enumerators course which they have attended; a course that is relatively short) • Short training course provided by UBOS [No-name training course].

  9. Courses brought by participants (enumerators course) • These courses serve to illustrate how well participants understand the requirements of training courses. • The courses will then be examined and improved throughout the course. • They will provide a steady and relevant point of reference for the new knowledge being acquired.

  10. Discussion • Discuss as a class (for about 15 mins): • What you hope to get out of this Module • Why you have come on it • What you feel you have to offer this Module • Whether you feel the learning objectives are feasible

  11. Adult learning and training Module 6 Session 1&2

  12. Overview • These sessions consider characteristics of adults learning and learning styles. • They then delve into teaching styles, pinpointing those appropriate for adult learners.

  13. Learning objectives (session) • Describe the content and objectives of this course • Outline opposing teaching styles • Name factors that impact on motivation to learn • Be aware of the ways that adults learn • Start thinking about how to take this into account when training

  14. Activity (45 mins) • Form groups of 2 to 4. • Briefly review the courses brought by the members of the group and produce an evaluation of at least one of them. • Use the evaluation sheet provided, filling in each section and adding any further sections which you feel are important • After evaluating the course give it a mark out of ten.

  15. Discussion (20 mins) • Discuss as a class the reviews which you have produced. • Focus on one with a very low mark, and one with a very high mark. • Try to establish what makes a course good or bad. • Discuss what makes a good course well suited to adults.

  16. Discussion – how did it go? What we wanted you to establish is: • By being yourselves – adults with opinions, who go on courses and learn – you already have a lot of knowledge about the topics in this course. …. Did we succeed?

  17. Teaching styles • The following two slides outline the two central teaching styles. • Read through them and decide which you prefer and which you feel applies best to adults.

  18. Pedagogy Definition: An educational approach characterised by teacher-centred instruction. • Teacher is viewed as an authority figure who imparts knowledge and skills to the students. • Students are not generally involved in decisions or actions in regard to learning. • Method generally follows a lecture structure with students recording the information and compounding it through individual exercises.

  19. Andragogy Definition: A learner-centred educational approach. • The participant's needs and wants are central to the process of teaching. • Learning is self-directed: participants are responsible for and involved in structuring their learning. • A humanist philosophy underlies this teaching style, it considers personal development as the key focus of education.

  20. Which did you chose? • Andragogy is consider the most effective way of teaching adults. • It takes into account their already well developed sense of self and prior knowledge. • It also encourages practical activities and participation. …let’s look closer at adult learning theory.

  21. Adult Learning Theory,Speck (1996) • Adults will commit to learning when the goals and objectives are considered realistic and important to them. • Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence.

  22. Adult Learning Theory, Speck (1996) • Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies. • Adult learning has ego involved. Professional development must be structured in such a way as to get support from peers and to reduce the fear of judgment during learning.

  23. Adult Learning Theory, Speck (1996) • Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant • Adult learners need direct, concrete experiences in which they apply the learning in real work

  24. Adult Learning Theory, Speck (1996) • Adults need to participate in small-team activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-team activities provide an opportunity to share, reflect, and generalize their learning experiences. • Adults need to receive feedback on how they are doing and the results of their efforts.

  25. Putting principles into practice! • Readiness • Adults must themselves be ready and willing to learn before teaching can increase knowledge. Implications for Trainer. Must show that: • the course is for participants’ benefit • the training can help solve or avoid a problem • the new knowledge will provide new opportunities as well as personal or professional growth.

  26. Putting principles into practice! • Experience • Adults already have a wealth of knowledge and experience. Implications for Trainer • should take account of this; otherwise risk losing participants’ interest and insulting them. • exploit this unique resource • provide opportunities for participants to contribute and share their experiences • Allows trainer to manage course appropriately.

  27. Putting principles into practice! • Autonomy • Adults have the power to make their own choices. Implications for Trainer. Must: • allow as much autonomy as possible; otherwise participants may feel undermined and alienated. • provide lots of opportunities for participation in the training session. • e.g. games, simulations, discussions etc. where participants can figure things out for themselves, reflect on materials and potential uses, etc.

  28. Putting principles into practice! • Action • Adults need to see how new skills will be put into action in their work. If not, they will lose interest; learning will decrease. Implications for Trainer. Must: • clearly explain how and when skills learned can be applied to the participants’ own work. • incorporate an environment close to participants’ work setting into practical exercises.

  29. Experience-based Active Recognizing them as experts Independent Real-life centred Task-centred Problem-centred Solution-driven Skill-seeking Self-directing Internally and externally motivated Review Adults respond best to learning that is:

  30. Practical • Get into groups of 3 or 4 (they needn’t be the same as before) • Complete the practical exercise outlined in the Practical sheet. • Choose a course that does not meet adult learning needs and propose exercises which you think would make it more appropriate.

  31. Learning styles • Activists: involve themselves fully and without bias in new experiences. The “I’ll try anything once” type. • Reflectors: stand back and ponder experiences and observe them from many different perspectives. • Theorists: adapt and integrate observations into complex but locally sound theories. • Pragmatists: search out new ideas and take the first opportunity to experiment with them.

  32. Learning styles (more) • Another way of describing learning styles is: • Visual • Auditory • Tactile • Practical (35 mins) • Complete the learning style questionnaire. • Identify whether you are an activist, etc. • Discuss how the variety, found in every training group, should be addressed.

  33. Learning style • It is important to recognise that people learn differently. • And that all training groups will include a variety of learning styles. • To provide effective training one must stimulate all of the senses and thus access all learners.

  34. Motivation • Understanding participants’ motivation is important. • what they expect from the course • allow you to tailor it to meet those expectations. • help you to make the participants “ready” to learn by enabling you to show them that the course can correlate with their needs.

  35. Motivation of the adult learner Includes: • Social relationships: make new friends, meet a need for associations and friendships. • External expectations: comply with instructions from someone else; fulfill expectations or recommendations of someone with formal authority. • Social welfare: improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.

  36. Motivation of the adult learner (cont.) • Personal advancement: achieve higher status in a job, secure professional advancement, and stay abreast of competitors • Escape/Stimulation: relieve boredom, provide a break in the routine of home or work, and provide contrast to other exacting details of life • Cognitive interest: learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind

  37. Barriers for adults to learning Include: • Lack of time, money, confidence or interest • Lack of information about opportunities to learn • Scheduling problems • Red tape • Transportation • Domestic problems • Add to the list

  38. Practical (20 mins) • Discuss each of the motivating factors in turn. • Are any more constructive than others? • Could any of them hold participants back? • Which provide the strongest motivation to learn? • Which factors do you feel apply to you? • Which do you feel appear most often in training groups? • Finally rank the six factors in order of: • Prevalence • Motivating power

  39. Learning objectives reviewed Can you now: • Describe the content and objectives of this course • Outline opposing teaching styles • Name factors that impact motivation to learn • Be aware of the ways that adults learn • Start thinking about how to take this into account when training

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