Summary
Contents
Subject index
Every Trainer's Handbook, Second Edition is a practical guide that takes the reader through a step-by-step process of planning, organizing and delivering an effective training program. It offers concrete suggestions and guidelines to trainers for enhancing their knowledge and competencies while simultaneously engaging them in a substantive discussion on various concepts, theories and issues related to training.
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Front Matter
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Chapters
- Chapter 1: Training—Concept, Meaning and Scope
- Understanding Training
- Meaning and Scope
- Concept of Training
- Training and Education
- Training and Teaching
- Key Facets of Training
- Participatory Training
- Facilitative Training
- Levels of Training
- Individual-Based Training
- Group-Based Training
- Organisation-Based Training
- Modes of Training
- Face-to-Face Training
- On-the-Job Training
- Distance Training
- E-Training
- Recap of Key Learning Points of the Chapter
- Chapter 2: Process of Learning in a Training Programme
- Learning in the Present-Day World
- Understanding Learning—Concept and Dimensions
- Learning is a Universal Phenomenon
- Learning as a Lifelong Pursuit
- Learning Under Formal and Informal Conditions
- Learning as a Basis of an Individual's Behaviour
- Learning as an Integrated Process in an Individual
- Stimulation for Learning
- Learning is an Evolutionary Process
- Learning as a Shared Undertaking
- Process of Learning in a Training Programme
- Need for an Integrated Approach to Learning in Training
- Cycle of Learning in a Training Programme
- Learning as an Interactive and Collaborative Process
- Conscious and Subconscious Learning
- Components of Learning
- Information
- Knowledge
- Skills and Competencies
- Knowledge of Skills and Competencies
- Attitudes and Values
- Distinguishing Features of Adult Learners
- Owners of Unique Personal Experience
- Concerned with Short-Term Application of Training
- Capable and Willing to Take Greater Responsibility for Their Learning
- Ability to Construct or Visualise Real-Life Situations
- Have a Well-Defined Self-Image
- Learning Process—Uniqueness to an Individual
- Learning is an Individual Process
- Decision to Learn Lies with the Participant
- Selectivity in Learning
- Pace of Learning
- Participants' Learning Styles
- Preference for Specific Type of Training Activities
- Willingness to Put in Extra Efforts for Learning
- Degree of Dependence on the Trainer
- Level of Interpersonal Competencies
- Four Ways in Which Participants Learn
- Affirmation or Endorsement of Existing Learning
- Building on Present Level of Learning and Competencies
- Development of New Knowledge and Competencies
- Learning After Going through a Process of De-Learning
- Methods of Learning in a Training Programme
- Direct Inputs by the Trainers
- Learning Through Sharing within the Training Group
- Learning Through Practice and Exercise
- Formal and Informal Methods of Observation
- Out-of-Session Exchanges with Participants and Trainers
- Factors Influencing the Learning Process
- Personal Factors
- Environmental Factors
- Recap of Key Learning Points of the Chapter
- Chapter 3: Making Stakeholders Partners in Training
- Stakeholders and Beneficiaries
- Key Roles and Responsibilities of the Stakeholders
- Funding or Sponsoring Agency
- Organisations Nominating Participants
- Training Agency
- Training Team or Trainers
- Participants
- Contracting with the Stakeholders—Need and Scope
- Levels of Contracting
- Contracting with the Nominating Organisations
- Contracting with the Participants
- Recap of Key Learning Points of the Chapter
- Chapter 4: Steps in Preparing a Training Design
- Origin of a Training Programme
- Initiative by a Training Agency
- Initiative by an Organisation
- Initiative by a Group of Organisations
- Identifying and Analysing Training Needs
- Understanding Training Needs
- Identifying Training Needs
- Analysing Training Needs
- Setting Out Programme Objectives
- Understanding Programme Objectives
- Need for Setting Programme Objectives
- Establishing Programme Objectives—Considerations and Guidelines
- Steps in Preparing the Action Plan for the Programme
- Identify Programme Contents
- Break up Programme Contents into Sub-Topics or Modules
- Categorise Contents into Information, Knowledge, Competencies and Attitudes
- Organise and Sequence Programme Contents
- Determine Learning Outcomes for Each Sub-Topic or Module
- Decide on Training Methods and Techniques
- Allocate Time
- Decide on Support Materials, Facilities and Equipment
- Determine Assignments for Members of the Training Team
- Delegate Responsibilities for Management and Administration
- Establish Mechanism for Monitoring and Evaluation
- Key Considerations in Designing a Programme
- Nominating Organisations, Their Objectives and Activities
- Promoting the Learning Process
- Training Group
- Maintaining Momentum and Pace of the Programme
- Building Flexibility
- Effective Monitoring
- Training Team
- Management and Administration
- Facilitating Transfer of Training to the Organisation
- Communicating Information on the Programme
- Recap of Key Learning Points of the Chapter
- Chapter 5: Delivering an Active and Participatory Training Programme
- Preparing for the Delivery of the Training Programme
- Establishing Contacts with the Participants
- Getting Yourself Ready for the Programme
- Infrastructural Arrangements
- Arrival of the Participants
- Beginning an Active and Participatory Programme
- Opening the Programme
- Icebreakers and Openers—Role and Scope
- Bonding with the Participants
- Establishing Participants' Ownership of the Programme
- Blending the Group into a Cohesive Entity
- Empowering the Training Group
- Delivering the Programme
- Establishing and Maintaining Conducive Learning Climate
- Delivering the Programme—Some Key Tasks
- Using Question–Response Approach for Enhancing Participation
- Evaluating the Programme
- Concluding the Programme
- Recalling and Consolidating Learning
- Clarifying Lingering Doubts and Queries
- Getting Back to the Family and Work
- Saying Goodbye to the Group Members
- Some More Sample Exercises for the Concluding Session
- Recap of Key Learning Points of the Chapter
- Chapter 6: Training Methods and Techniques
- Importance of Training Methods
- Functions of Training Methods
- Factors Influencing Choice of Training Methods
- Pressures on the Trainer in Selecting a Method
- Learning Objectives for the Sub-Topic or the Module
- Special Characteristics of the Training Group
- Time Allotted for the Sub-Topic, Module or the Session
- Level of Competence of the Trainer in its Use
- Availability of Required Facilities and Resources
- Style Preferences of the Trainer
- Ease of Presentation
- Stage of the Programme
- Lecture as a Method of Training
- Why and When to Use the Method
- Why and When Not to Use the Method
- Enhancing its Usefulness
- Case Study Method
- Objectives of the Method
- Guidelines for Using the Method
- Guidelines for Writing a Case Study
- Presentation and Discussion of the Case Study
- Limitations of Case Study as a Method of Training
- Role-Play as a Method of Training
- Objectives of Role-Play
- Case Study and Role-Play—a Comparison
- When to Use Role-Play
- Essential Elements of Role-Play
- Types of Role-Play
- Planning Role-Play—Some Guidelines
- Commencement of the Role-Play
- Directing Action—Guidelines for the Trainer
- Conducting the Feedback Session and Closing the Exercise
- Limitations of the Method in Training
- Management Games
- Major Objectives
- Design and Methodology of Organising the Games
- Conducting the Game
- Laboratory Training
- Goals and Outcomes
- Factors Affecting Laboratory Training
- Conditions for Laboratory Training
- Role of the Trainer
- Individual and Group Practical Assignments
- Role of the Trainer
- Advantages of the Method
- Writing Assignments
- Group Discussion as a Method of Training
- Objectives of Group Discussion
- Guidelines for Organising Group Discussion
- Limitations of the Method
- Panel Discussion
- Suitability of the Method
- Selection of the Panellists
- Contents of the Presentation
- Physical Arrangements
- Role of the Moderator
- Inadequacies of the Method
- Brainstorming
- Objectives of the Method
- Steps in Organising a Brainstorming Session
- Preparing and Using Training Support Materials
- Audio-Visual Materials
- Printed Materials
- Developing Training Support Materials
- Training Through Placements
- Preparing for the Placement
- Field Trip as a Method of Training
- Organising a Field Trip
- Demonstrations
- Advantages of a Demonstration
- Disadvantages of a Demonstration
- Characteristics of a Quality Demonstration
- Preparing for a Demonstration
- Recap of Key Learning Points of the Chapter
- Chapter 7: Training Group and its Dynamics
- Special Features of Training Group
- Functional Behaviour in Training Group
- Willingness and Ability to Provide Feedback
- Interventions During a Session or Presentation
- Assisting the Trainers in Organising Training Activities
- Giving Support and Encouragement to Other Participants
- Helping in Maintaining Discipline in the Group
- Assisting in Maintaining Group Harmony
- Completing Assignments and Projects
- Dysfunctional Behaviour in Training Group
- Dysfunctional Behaviour During a Training Activity
- Undermining the Group Process or the Learning Environment
- Strategy to Deal with Dysfunctional Behaviour
- Types of Participants
- Learner
- Self-Seeker
- Detached and Disinterested
- Socialiser
- Tourist
- Critic or Fault-Finder
- Know-All
- Hesitant or Shy
- Monopolist or Dominator
- Stages of Development of Training Group
- Key Elements in the Group Process
- Stages of Development in a Training Group
- Recap of Key Learning Points of the Chapter
- Chapter 8: The Trainer—Roles and Functions
- Trainer—the Person
- Trainer's Needs vs Participants' Needs
- Portrait of a Trainer—Four Key Dimensions
- Values of a Trainer
- Roles of a Trainer
- Competencies of a Trainer
- Qualities of a Trainer
- Training Styles of a Trainer
- Training Style—Meaning, Scope and Dynamics
- Determinants of Training Style
- Constituents of Training Style
- Evolving a Functional Training Style
- Dilemmas of a Trainer
- Popularity with the Participants vs Effectiveness in Training
- Move with the Rhythm of the Group or Adhere to the Schedule
- Degree of Relative Emphasis on Group or Individual Needs
- Degree of Control of the Training Process to the Participants
- Opting for Quality Participation by a Few or Wider Participation
- Timing and Nature of Intervention in the Group Processes
- Nature of Relationship with the Participants
- Handling Problem Situations
- Some Sample Situations and Trainer's Response
- General Strategy to Deal with Problem Situations
- Preparing and Conducting a Presentation or Training Activity
- Preparing for a Presentation or Training Activity
- Attributes of an Effective Presentation
- Working in a Team—Some Key Elements
- Clarity on Team Objectives
- Proper Allocation of Roles and Responsibilities
- Sound Working Procedures and Norms of Functioning
- Sound Interpersonal Relations
- Regular Review of Work
- Recap of Key Learning Points of the Chapter
- Chapter 9: Evaluation of a Training Programme
- Evaluation—Need and Purposes
- Need for Evaluation
- Purposes of Evaluation
- Stages of Evaluation in a Training Programme
- Pre-Training Evaluation
- Ongoing Evaluation During the Programme
- End-Programme Evaluation
- Post-Training Evaluation
- Conducting the End-Term Evaluation
- Difficulties in End-Term Evaluation
- Ascertaining Reactions of the Participants
- Participants' Learning from the Programme
- Measuring Participants' Learning
- Measurement of Knowledge
- Measurement of Competencies/Skills
- Measurement of Changes in Attitudes and Values
- Recap of Key Learning Points of the Chapter
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Back Matter
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