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1、,Identify needs 确认需求,Design the programme 设计课程,Set objectives 设立目标,Select methods of measurement 选定评估方法,Measure the change in performance 评估行为 / 表现上的改变,Run the programme 执行课程,The Training Cycle 训练循环图,Train The Trainer,Ian Strachan Version 2.1 12/95,Six Questions 六个问题,1. How many of you have urgent j
2、obs to do at your desks? 多少人此刻在书桌上有急件待处理? 2. Who was told? however nicely, that attendance at this programme was compulsory? 是否有人告诉你, 这个课程是“强迫性的“? 3. How few of you have a clear idea of the objectives of what is to come? 多少人觉得对下面课程目标有清楚的概念?,4. Who amongst you feel that you are pretty good at trainin
3、g already? (Though you are prepared to come along to pass on your experience to those less fortunate) ?多少人认为自己对训练人材己经相当有经验了? (你来这里是打算把自己的珍贵经验传承给别人) 5. Is anyone feeling apprehensive? A bit uncertain? 开始有恐惧和不确定的感觉吗? 6. Is my asking you all these questions making you feel worse? 我问你这些问题让你感觉更糟吗?,Six Qu
4、estions (Contd) 六个问题 (续),Take A Few Minutes 花几分钟的时间,Thinking about the series of questions you have just been asked, take a few minutes to reflect on what this is all about and be prepared to join in the subsequent discussion. 花几分钟想想看自己刚刚被问的一连串问题到底是怎麽回事?,Barriers To Learning 学习的障碍,What we do in the
5、first few minutes of a training session is crucial 每一个训练开始的几分钟最重要 At the start of a session, expect to have the following present in participants?minds 在每一段课程开始的时候,参加的人心里都有下列问题 Time pressures (时间压力) Lack of motivation (没有动机) Unclear focus (没有注意的焦点) Know all attitudes (觉得自己什麽都知道 ) Feelings of apprehe
6、nsiveness (觉得恐惧) Defensiveness (自我防御),Jot Down What We Can Do To Help Overcome These Initial Barriers 我们如何能扫除这些学习障碍,1. Time Pressures. 时间压力 2. Lack of motivation 没有动机 3. Unclear focus 没有注意的焦点 4. Know all attitudes 觉得自己什麽都知道 5. Feeling apprehensive 觉得恐惧 6. Defensiveness 自我防御 ,Trainer Competencies: Po
7、int A 讲师的能力,For each of the following competencies please indicate the level you have reached (1 = low, 5 = high) 1 2 3 4 5 Knowledge of subject material 对课目的了解 Ability to establish training needs 了解训练需求的能力 Skills in programme design 设计课程的能力 Knowledge of training technologies 对训练技巧的了解 Sensitivity to
8、 adult learners 对“成人学习“的敏感度 Facilitation skills 引导的技巧 Appropriate presentation style & skills 适当的提案技巧和风格 Measurement of learning & transfer 如何评估学习效果,Outcomes 结果,By the end of this session you will 本段结束你可以. 1. Have an assessment of your current competencies as a trainer. 了解自己目前担任讲师的能力. 2. Employ diff
9、erent training technologies as appropriate to the needs of the subject and the group. 针对不同主题及阶层的需要选用适当的训练技巧. 3. Design your sessions for adult learning. 设计你自己“成人学习“的部份. 4. Be confident in your facilitation skills when standing up in front of a group. 当你站在人群前时,要对你自己的引导技巧有信心.,What We Will Cover in Thi
10、s Session 在这个段落中含盖了什麽,1. Warmup & intro (暖身及介绍) 2. KSA (知识, 技能,态度) 3. Adult learning (成人学习) 4. Learning styles (学习方式) 5. Participation (参与) 6. Evaluation (评估) 7. Transfer (知识的传承) 8. Anything else you want to cover (其他),Warmups 暖身,Essential, however brief. They 不管多短,绝对必要 flag the transition from the
11、office environment 提供出办公室气氛“换场”的机会. equalise the group by providing an opportunity for everyone to participate on equal terms 提供每个人公平的参与的机会. energise the group and are fun 提神而有趣.,Warmups (Contd) 暖身 (续),Model them yourself to reduce risk 亲身试验以减低参与的风险 Warn which way you will go round 提醒他们你会来回查看 Keep t
12、hem simple 保持简单 Look for opportunities to theme your warm-up with your subject material 找机会运用暖身内容引出你的主题,Warm-up Example : Creative Problem Solving Session 暖身练习: 创意问题解决,Describe (形容) 1. The view inside a grain of sand. 一粒沙内的景观. 2. The feeling of chewing aluminum foil. 嚼锡铂纸的感觉. 3. What birds say when
13、they are chirping all day. 鸟儿吱吱喳喳地说了一天, 到底在说些什麽. 4. Resisting a sneeze. 忍住不要打喷嚏的感觉.,Warm-up Example : Creative Problem Solving Session (Contd) 暖身练习: 创意问题解决 (续),Describe (形容) 5. What night is like for a tree. 对一棵树而言,夜晚的感觉是什麽. 6. What the sea is like for a floating plastic bag. 如果海像一个漂浮的塑胶袋会是怎样. 7. Th
14、e feeling of hunger. 饥肠辘辘的感觉. 8. How a Pepsi can feels when it is opened. 当一个百事可乐的瓶子被打开後,它的感觉是什麽.,Warm-up For This Session 本段落的暖身,Suggest a warm-up appropriate for this session (remembering the criteria for successful warmups) 建议一个适合这个段落的暖身 (记住成功暖身的标准),Cumulative Effects That Are Acting Against Us 打
15、击我们的累计效应,Selected 选择,Grasped 了解,Unfaded 不被遗忘,Applied 运用,Cumulative Effects 累计效应,Selected 选择,Grasped 了解,Unfaded 不被遗忘,Since we can never take our key people off the job long enough to train them in everything they need to know, it is necessary to prioritise and select 因为我们不可能让我们的属下离开那麽长的时间来 训练所有的东西,所以
16、列出优先顺序及选择是必要的.,Applied 运用,Selected 选择,Grasped 了解,Even with the best design and presentation skills, not everyone will grasp all of the material during the session. 即使有了最好的设计及简报技巧,并不代表所有的人 都能了解教材的内容.,Unfaded 不被遗忘,Applied 运用,Cumulative Effects (Contd) 累计效应(续),Unfaded 不被遗忘,Of the material actually gras
17、ped, unfortunately a very large amount fades rapidly after the session 即使大家都真正了解教材的内容,不幸的是,在课程结束 後大部份的内容都很快的被遗忘了.,Selected 选择,Grasped 了解,Applied 运用,Cumulative Effects (Contd) 累计效应(续),The Retention Curve Is The Enemy Of Learning 记忆曲线是学习的敌人,L E A R N I N G,100,75,50,25,0,1,2,3,4,5,6,7,8,9,10,11,12,13,
18、%,Weeks,by 3 months most is gone unless practiced 除非练习,否则三 个月後都消失了,25-50% slips away in 4 weeks 在四周内 25-40% 立即下滑,学习,周 数,Applied 运用,It is often difficult for the learner to see how to apply the general principles or concepts learned in his own specific on-the-job situation. 通常对一个学习者而言,该如何将基本的原则或概念 运用在他的日常工作中,是相当困难的.,Cumulative Effects (Contd) 累计效应(续),Selected 选择,Grasped 了解,Unfaded 不被遗忘,Challenge 挑战,How do we make sure something changes in the job after the training? - otherwise we have all wasted our time 如何才能确定训练後情况是会改变? - 否则我们的时间都浪费掉了.,