评断训练的好坏方式.ppt

27 28 29 30 31 32 33 34 35 36 Run copies of this as a handout HANDOUT and ask participants to complete it . COLLECT them , thank participants and close Before Involve trainees in needs analysis and programme planning Brief trainees on importance of the training, what it will cover and how it will apply to their jobs Provide time to complete pre-course assignments Offer rewards promotional preference to those who demonstrate new behaviours Select trainees carefully Previous trainees to brief new trainees Send co-workers to training together Plan to participate yourself as faculty During Prevent interruptions Transfer work assignments to others Communicate Management support for the programme Monitor timekeeping Recognise completion (certificates etc.) Join in transfer/action planning Plan assessment of transfer of new skills to the job After Plan trainees re-entry Give positive re-inforcement Support learning transfer Provide a reality check Provide a opportunities to practice new skills Reduce job pressures initially on return Schedule participant briefings for co-workers Set mutual expectations for improvement Arrange refresher sessions Give promotional preference Watch Performing? As A Trainer Being a member of the audience is a passive role Audience participation is stage managed by the performer Performers sometimes do not like being up-staged Performers want applause from audience and use it to measure their success People remember a well constructed performance but may not leave with learning Exchanging the adrenaline of performance for the excitement and challenge of seeing problems being confronted and resolved over time. People choose to learn; they cannot be made to learn All activities are different opportunities for learning People learn in different ways People who have learned how to learn are the best equipped to deal with continuous change Training Learning Trainer Competencies: Point B For each of the following competencies please indicate the le