Preparing for training

Principles and practicalities

A presentation by

Bruce Hugman
Consultant to the UMC

Pretoria 2004

Bruce Hugman/UMC

Purpose
What are the exact
purposes/objectives of the
training
As a whole (vision; the grand
plan)?
In each section?

In terms of
Behaviour?
Attitude?
Pretoria 2004

Bruce Hugman/UMC

The trainer
What
What
What
What

level of knowledge?
level of training skill?
training materials?
supervision and support?

Skills for training the trainers

Pretoria 2004

Bruce Hugman/UMC

Your students
What is the current frame of
mind of the students:

Motivation
Attitude
Knowledge
Ability to learn
Willingness to change
Need for achievement/reward:
intrinsic/extrinsic

Pretoria 2004

Bruce Hugman/UMC

Obstacles
What are the internal and
external obstacles to their
learning and to changing?
How can they be helped to deal
with internal obstacles?
How can they be helped to deal
with external obstacles?

Pretoria 2004

Bruce Hugman/UMC

Learning style

What are their key learning

modes/styles and expectations?

Passive/interactive/participative
Theoretical/academic (educational)
See and imitate/rote learning
(training/apprenticeship)
Follow instructions (mechanistic
training)
Debate and learn
(educational/developmental)

Pretoria 2004

Bruce Hugman/UMC

Key influences (1)

What are the key influences in the

success of the learning task?

Contextual (work environment; bosses,

etc)
Personal (readiness, motivation and
learning mode)
Purpose (vision; perceived
value/importance)
Method (match to student profile and
the real world)

Pretoria 2004

Bruce Hugman/UMC

Key influences (2)

Implementation (feasibility;
variation, discretion,
improvisation, support)
Follow-up (evaluation, reinforcement/reward, re-training)

Pretoria 2004

Bruce Hugman/UMC

Principles of good
education/training

Empathy with students

Clear purpose and objectives
Participation and processing of
learning
Reinforcement of learning
Repetition of core learning tasks
Testing of learning
Support and monitoring
Reward.
Pretoria 2004

Bruce Hugman/UMC

Lesson planning (1)

Define practical, achievable
objectives for the session and
the whole course
Identify the exact learning to
take place (outcomes)
Knowledge
Skills
Attitudes/values
Behaviour
Pretoria 2004

Bruce Hugman/UMC

Lesson planning (2)

What do you want to have
changed by the end of the
session?

Pretoria 2004

Bruce Hugman/UMC

Lesson planning (3)

Brainstorm available training
methods and materials
Choose appropriate methods and
materials
Make them interesting, elegant,
modern and memorable
Pretoria 2004

Bruce Hugman/UMC

Lesson planning (4)

Build in participative discussion
and activity
Build in checks of understanding and
assessment of learning
Use some imaginative methods (e.g.
case-studies, tests, quizzes, games)

Motivate, challenge and

stimulate
Pretoria 2004

Bruce Hugman/UMC

Plan a one hour training

session
An overview of the importance
of ADR monitoring for the
welfare and safety of
patients being treated for
HIV/AIDS: purpose and
practice
Pretoria 2004

Bruce Hugman/UMC

Output
A Powerpoint presentation describing
your lesson plan in detail
OR
A Powerpoint presentation prepared
for your actual lesson
Not more than 20 slides
The lesson itself does not have to be
delivered as a Powerpoint presentation

Pretoria 2004

Bruce Hugman/UMC

Pretoria 2004

Bruce Hugman/UMC

Pretoria 2004

Bruce Hugman/UMC