1、L E A R I N I N G & T R A I N I N G1Learning & TrainingYou should allow 120 minutes for this module. The following table outlines the time required for each section of the session and the resources you will need in order to conduct the various games and exercises.Course Introduction5 minsSession Str
2、uctureIntroductions10 minsYour role in skills training15 minsHow people learn50 minsPlanning your training30 minsTo prepareInvitation to General Manager to open the courseMemory GameCollect 20 small itemsTraining demonstrationSelect a task and prepare a training session of 10mins durationIntroductio
3、n and welcome(Allow the General Manager to address participants)Welcome to this training programme for new skills trainers.You have been specially selected to take on the role of skills trainers for Hilton International. We are known throughout the world as the best! And we deserve this accolade, be
4、cause we fulfil our pledge - to delight every customer.Session1I C O N K E YShow overheadAsk participantsFlipchartTime required10 minsL E A R I N I N G & T R A I N I N G2We fulfil our pledge by setting very high standards and consistently achieving them. To ensure the high quality that our guests ex
5、pect, every single one of us must achieve those high standards - all of the time. When employees are promoted and new employees join us each new member of the team must quickly learn and apply new skills. That is why you are important. We believe that at the end of this training programme you will b
6、ecome competent at the training skills you need in order to pass on your working skills within your department. Throughout the programme you will have ample opportunity to practice new training skills. As you know, the programme is divided into one full day and two half days over a three-week period
7、. This is to allow you time in between sessions to practice your new skills back in the workplace. At the end of the programme you will run your first real training session.Clarify times, venues, the importance of attendance, punctuality, coffee/tea/lunch breaks and post session assignments.Objectiv
8、es By the end of the programme you will be able to:Understand how people learn.Analyse tasks in order to plan effective training. Plan a 4-part structure for your training session.Design and carry out effective skills training to meet specified needs.Coach trainees on the job to ensure they are work
9、ing to the required standard.Measure the effectiveness of the training you provide.Follow-up your training when the trainee is back at work.Any questions?My role facilitator is to guide and support your learning process. Please remember; as with all training, you will only get out of this programme
10、what you put in - in terms of effort, interest and enthusiasm.Introductions1. Course objectivesCourse objectives 10 mins3Ask participants to team up in pairs, if possible with someone they dont know or know less well. Please find out these things about your partners:Current positionHow long in that
11、position?What he/she would like to be doing in 3 years time?The last thing he/she learned (home or work)Any questions or concerns about the course.Invite participants to introduce each other, giving answers to each of the five questions. Note on flipchart any questions or concerns that they raise an
12、d answer them on the spot if you can. Otherwise, explain that you will find out the answer for them, or that they will discover it for themselves during the course.Your role in skills trainingWhat does skills training mean to you?Ask participants for their own ideas.Skills training means helping som
13、eone to learn a new skill or improve one, in order to work to a specific quality standard.Many people like to classify the ability to train others as an art or a science. Maybe it is but it is a skill first and like any other skill it must be learned first. It is also possible to go in the other dir
14、ection. We begin to think it is something we can do without any special skill - what is so hard about telling someone how to do something?Is skills training about telling someone what to do?Is it simply demonstrating what to do?Is it just about getting someone to do something, and telling them when
15、they got it wrong?15 mins4No. In fact its about all those things, and more - explaining what to do, demonstrating the skill, and helping your learner to do it correctly.I would like you to spend the next 5 minutes reflecting on your own experience as a skills learner.Distribute handout 1 and allow 5
16、 minutes for participants to make notes individually and then to share their experience with one other person - preferably not their first partner.What does a good skills trainer do?Ask each pair to give you one example of what a good trainer does; recording only fresh ideas, go round the group unti
17、l no-one has anything to add.OK, lets look at the role and tasks of a skills trainer.Read out the overhead and praise participants for points their list has in common with the overhead. Distribute a copy of handout 2.This is a summary of the main tasks in your role of skills trainers. Please dont wo
18、rry if it looks daunting. Well cover all this during the programme. Lets start with our first session this morning - Learning and training.How people learnSay something like this very quickly, looking up at the ceiling.To train someone effectively we first need to think about how theyll learn becaus
19、e if you dont think about it youll find that people wont learn from you. There are six things to think about including factors that make learning effective, appreciating the learning cycle and defining learning needs but first - what is learning? Well?Look hard at each person in turn, the manner of
20、a stern school teacher!How did that feel?Role of a skills trainer50 mins5Seek responses from the groupImpossible to understandIntimidatingSpoke too fastVery unfriendlyIf I did that all the time you wouldnt learn anything.In order to train effectively we must begin by understanding how people learn.
21、This will be our focus for the first session this morning. By the end of this session you will be able to:Define learning in a useful way.Identify the learning cycle.List factors that make learning effective.Identify a four-stage structure to training.List the issues to consider when planning a trai
22、ning session.What is learning?Encourage the following responses from participants:Learning something new.Being aware of learning.Improving the way you do something.Learning is a process of change, in which the learner acknowledges the need to change, and works towards achieving that change.The learn
23、ing process can be viewed as a cycle involving 5 stagesBy the end of this session you will be able to:The learning process6Stage 1. Recognise the need to change.Can you think of a recent learning experience?Encourage the group to share experiences from work or home. If necessary give your own illust
24、ration e.g. you buy a new video player and dont know how to operate it.Stage 2. Decide how to achieve the change.You carefully read the instruction manual. You ask an expert to help you.How did you learn?By reading, listening, observing and practicing.This is stage 3. How we learnThis flows into sta
25、ge 4 Reflect on the learning.When we practice a new skill we want to know if we are doing it right. We do this by seeing the finished result and comparing it with a model result of some sort or by being told how you have done. In other words we reflect on what weve done and decide whether it has wor
26、ked or not.If it has worked then we have completed the cycle - we have achieved change. What happens if we dont feel weve reached the right standard or level of learning?1 1. . R Re ec co og gn ni is se e t th he en ne ee ed d t to o c ch ha an ng ge e2 2. . D De ec ci id de eh ho ow w t to oa ac ch
27、 hi ie ev ve et th he e c ch ha an ng ge e3 3. . L Le ea ar rn n - - b by yr re ea ad di in ng g, , l li is st te en ni in ng g, ,o ob bs se er rv vi in ng g, ,p pr ra ac ct ti is si in ng g4 4. . R Re ef fl le ec ct t o on nl le ea ar rn ni in ng g - - h ha as si it t w wo or rk ke ed d? ?5 5. . A
28、Ac ch hi ie ev ve ec ch ha an ng ge e7We work out what went wrong and go through stage 3 and 4 again. Sometimes we repeat this loop a number of times before we are satisfied that weve got it right.The Memory GameNow to think a bit more about learning, I have a game for you. Its called the Memory Gam
29、e and by the end of it I am sure you will be able to me its purpose.First, I am going to read out a list of twenty words. I want you to listen carefully. When Ive finished Ill ask you to write down as many of the words as you can remember. Please put your pens down now.Check that no one has a pen or
30、 pencil in their hand and write The Memory Game - Part 1 on the flipchart. Read out the list of items, pausing between each one for about five seconds. You must also have the items available to show later, but they must be totally hidden for the moment - either set them out on a table in the syndica
31、te room or on a trolley in the training room. The items could be something like these:PenBookRubberPencilKnifeFolderNapkinToy carPlateRulerShoeFlowerSpoonTieSlice of breadBottleCupStonePaperSpectaclesWhen you have finished reading your list, ask participants to write down as many of the words as the
32、y can remember, without talking or looking at each others notes. Allow three minutes.8As each person finishes writing, read quietly through their list and tell them how many they got right - nothing more. Write each persons score on the flipchart.For parts 2 and 3 of the memory Game, I want you to d
33、ivide into two groups. Divide the group into two.Group 2, please just wait for a moment. Group 1, youll have a chance to see the items for 2 minutes and then write them down. Please take a clean sheet of paper and hide your first list. Let group 1 see the items for 2 minutes. They must not talk or t
34、ouch the items. Group 2 must not be able to see any of the items.Now group 1, I would like you to write down the items you can remember.When group 1 has finished writing organise group 2.Group 2, I want you to come and see the 2- items now. You will have 2 minutes to look at them, in which you can t
35、ouch them and move them around as you like. Allow the group to categorise items in a logical order to assist them in remembering them. When group 2 has had 2 minutes to touch the items, ask them to return to their seats.Group 2, I would now like you to write down as many items as you can remember.Wh
36、en group 2 has finished writing, ask everyone to see the items and check how many they wrote down correctly. On the flipchart, write down each score from group 1 (part 2 of the game), and then from group 2 (part 3). The completed flipchart should look something like this:The Memory GamePart 1Hearing
37、(e.g. 6, 12, 4, 9, 11, 7 average 8)Part 2Seeing(e.g. 11, 14, 10 average 12)9Part 3Handling(e.g. 14, 17, 16 average 16)Why do our scores improve in parts 2 and 3 of the game?Seek the following responses from participantsIts hard to learn things we only hear about.Its easier to remember things we have
38、 seen.Its much easier to remember things when weve touched and sorted them into sensible categories.Its better to do something for oneself than to be told about it.We need to hear/see/discuss something more than once in order to remember it.Would you remember these items in 2 weeks time?No, because
39、they are not relevant or important.To learn effectively we also need a purpose or reason for learning. We must want to learn.These points are well summarised by a man called Confucius, who lived in china in the 5th Century B.C.Another person recently summed up the essential features of learning. Pro
40、fessor Phil Race in 1994 described learning as a series of layers.Confucius QuoteProfessor Phil RaceWhat I hear, I forget.What I see, I remember.What I do, I understand.Confucius (500 BC)Professor Phil Race, 1994WantingDoingDigestingFeedback10At the very core of learning is a WANT to learn. The next
41、 layer out is DOING. We must do something: practice it for ourselves as well as hear it or read about it.The next layer out from doing is DIGESTING. We must have the opportunity to reflect on it, review what went well or badly, so that we can do it better next time.The final layer is FEEDBACK. We ne
42、ed to hear from someone else how we have done. Wanting, Doing, Digesting and Feedback - the essential ingredients for successful learning.Now we know something about learning, we can progress to the first step in training - PLANNING.Planning your trainingHow long do you think I spent preparing for t
43、his mornings session?A whole day.For training to be effective, careful planning is essential. For the rest of this morning, well explore all the factors that we need to consider when planning training. To start, well look at the structure of a skills training event. Then youll begin to plan your own
44、 practical session.How many of you watch the news on TV?What do you think the news team is doing right now?30 mins11Preparing for the evening news.When the news is broadcast, what is the first thing the presenter says?They read the headlines to get our interest at the beginning of the news.Then what
45、 do they do?They breakdown each headline and present the details.And finally, they summarise or recap on the headlines to check we dont miss something.Surprisingly, this news structure is similar to the training structure. We need to interest the learner at the beginning, then train the learner in c
46、areful steps - session breakdown, and we need to check that the training was effective by helping the learner recap and giving feedback on what they have achieved.Finally - and this is different from the news - we must check on the learners progress back at work.To help you understand the structure
47、of a training session; Im going to demonstrate one. As you watch, try to identify what Im doing in each stage.DemonstrationDemonstrate a good training session as suggested in Appendix 5. Allow a maximum of 10 minutes.Now, lets try to identify the components of each stage of the session.What did I do
48、 at the beginning of the session?I interested you in learning by:Convincing you of the benefits of learningInteresting you, so that you would want to learnNaming what you would learn: giving it a title.What did I do to breakdown the training session?Broke the task down into logical stepsLet the lear
49、ner see the finished product12Included health and safety informationAsked questions to get the learner thinkingAllowed the learner to practice each stepGave supportive feedback to encourage the learnerWhat did I do to check the training was effective?Checked the learners finished work - and then dis
50、cussed following up their progress back at work.Distribute handout 3.So this is the 4 stage structure of the training sessions you will be conducting - Beginning, Session Breakdown, Checking Training and Back at Work.Lets start with the planning.When planning training what do you need to consider?Re
