[TEXT: Young African Leaders Initiative Online Training Series]
I’m Marcella Simon, and this is
“Designing and Delivering Training.” [TEXT: Designing and Delivering Training]
In this lesson we’ll discuss [TEXT: Learning Objectives]
preparing and planning for training; [TEXT: Preparing and planning for training.]
determining what materials you should prepare; [TEXT: Determining what materials you should prepare.]
and finally, how to deliver training. [TEXT: How to deliver training.]
[TEXT: Marcella Simon, President, Hemispheres Learning] To prepare, begin with these questions:
Who are your learners?
How much time do you have?
In what type of space will the training be held?
First, you need to know your audience. Who are your learners? [TEXT: Know your audience]
How well do they know the subject matter?
What is their level of education?
These factors will determine how challenging to make
your presentation.
Second, you need to know how much time you have. This will [TEXT: Determine length of training]
help you organize your material and include breaks and mealtimes
as needed. It is best to have no more than six hours of training
per day, as it can get tiring for everyone and people need
time to absorb information. [TEXT: Absorb information]
Lastly, you need to know what the training space looks like, [TEXT: Know the training space]
how big it is, and what kind of equipment will be available.
Consider if the seating arrangement is suited for
activities or group work. It is important to take notes [TEXT: Take notes]
that are visible to the entire group.
So, you may need to have a chalkboard or [TEXT: Chalkboard or]
a flip chart available. [TEXT: flip chart]
What to do in advance to have a successful training session:
Decide what your learners need to know. [TEXT: What your learners need to know]
Organize your material [TEXT: Organize your material]
Prepare your slides and handouts. [TEXT: Prepare slides and handouts]
Write tests or quizzes. [TEXT: Write tests or quizzes]
It is important to decide what you want your learners to know
at the end of the session.
These are called the learning objectives. [TEXT: Learning objectives]
For example, if you want the learners to be able to build a
house, then that is the primary objective. Learners will need to [TEXT: Primary objective]
know many things to reach the primary objective, like how to
follow a design, and measure and cut materials. These steps are
secondary or smaller objectives that will make up the topics of [TEXT: Secondary objectives]
your course outline.
When you organize your material into topics and subtopics, it
must follow an order that makes sense to the learner. [TEXT: Follow an order that makes sense]
For example, you should not discuss measuring and
cutting materials to build a house before you even know
what types of materials you need. Plan the order of the
topics and assign times to cover each topic. Lectures should not
be more than 20 minutes per topic. Remember to add time [TEXT: Twenty minutes per topic, Add time]
for breaks, meals and activities, such as discussions
and exercises. [TEXT: for breaks]
If you are using slides, try to limit the amount of text. [TEXT: Limit text on slides]
Use as many pictures as possible that relate to the topic.
You could also give participants handouts that list steps or [TEXT: Give handouts]
details that they can refer to later.
For some programs, you may want to give participants tests or [TEXT: Give tests or quizzes]
quizzes, so that they can become certified or to ascertain how
much they have learned. Make sure each test question is
related to a learning objective or topic.
Questions should be clearly worded and truly measure [TEXT: Truly measure knowledge]
knowledge of the topic.
Do not try to confuse the learner with "trick" questions.
How to deliver a training program:
Emphasize the topic’s relevance. [TEXT: Emphasize topic’s relevance]
Ask questions. [TEXT: Ask questions]
Teach back. [TEXT: Teach back]
Have small group discussions. [TEXT: Have small group discussions]
Summarize at the end, [TEXT: Summarize]
and get feedback. [TEXT: Get feedback]
You must engage the learner. How is this topic relevant to their [TEXT: Engage the learner]
daily lives and work?
Adults learn best when they are motivated.
Periodically, ask questions of the learners to make sure they
understand the presentation. If they are having trouble with
the topic, repeat the material in a different way or slow down
to make sure everyone is following.
If it is just a few people having problems, talk to
them after the session.
A good technique is to assign learners to demonstrate what
they have learned. This is called "teach back" and it [TEXT: Teach back]
is useful because you can determine if people are
absorbing the material.
Participants also retain material better when they
teach it to others.
Another good technique is to form small groups and give them [TEXT: Form small groups]
questions to answer or problems to solve.
The small group can then discuss the problem and report their
solutions to the other groups.
When you finish a topic or subtopic, summarize what you [TEXT: Summarize what you covered]
covered and indicate what you will cover next. It helps [TEXT: Indicate what you will cover next]
participants remember what they have learned and how it connects
to the course as a whole.
Obtain feedback from the participants after the course [TEXT: Obtain feedback at the end]
has ended.
What did they like?
What was difficult or confusing for them?
Take notes and apply what you have learned when you revise the
training session at a later date. Following these tips will
help ensure success in your training sessions.
[TEXT: Test Your Knowledge YALI.state.gov YALI Network] After you’ve completed all the units in this course at
YALI.state.gov, you can test your knowledge and earn a
[TEXT: Produced by the U.S. Department of State] YALI Network certificate.