Designing

Training for Capacity Building

Effective Training Programs

• Improve communication
• Upgrade knowledge and skills
• Motivate employees
• Prepare for new Roles
We always think of training and the training process,
but
we really need to focus on LEARNING or
OUTCOMES!
 What Affects Learning ?

• Capability, age, and attitude of audience.

• Educational background, previous
training & experience.
• Nature of the information being taught.
• Instructional methods & techniques used.
• Capability and attitude of the instructor.
What Do We Know About
Adult Learning?
Knowing how adults learn is a
vital component in developing
& implementing an adult
education & training program.
 What do we know about
adult learning ?

• Consider themselves independent.

• Have a wide variety of experiences.

• Are concerned with immediate problems.

 Characteristics of Adult
Learners

• Adults enter learning situations with

their own goals, motivations, needs
and experiences.

• Adults learn better by doing!

 Adults Learn Better:

• If they are involved.

• When materials are structured to

meet their needs.

• When the subject matter is

connected to their daily activities.
 Adults Learn Better:

• In informal, organized environments.

• When materials are presented

through a variety of methods with
practical examples.

• When subjects are explained &

supported visually.
 Adults Learn Better

• When activities & tasks are structured

and clearly related to specific subjects.

• Through problem-solving instructional

methods.

• Real or model
experiences.
 Adults Learn Better:

• When given opportunities to apply

& practice what they have learned.

• In cooperative learning
situations and in groups.

• When they are not

tested or pressured.
 Key Points

 Adults prefer “How-To”

and “Hands-On” instruction.
 Key Points

 They prefer single concept

programs that focus on
applications to problems.
 Key Points

 Short breaks between

instructional periods provide
more effective learning.
 Time for reflection should be
provided.
 Key Points

 Visual images are remembered

more effectively than words.

 Most people are visual learners!

 Retaining Information

Method of Instruction Recall

3 hours 3 days

Telling 70% 10%

Showing 72% 20%
Telling & Showing 86% 65%
 Needs of Individuals

People Need to Feel:

* accepted * understood
* important * part of process
* proud * part of winning team
* responsible
 Incorporating Illustrations

• Illustrations stimulate interest.

• Illustrations help readers learn.
 Motivation

• Something from within that

prompts us to do something.

• It is stimulated by the
external environment.
 Remember

• Learning is an internal process.

• Instruction is an external activity.
• Carefully think through and plan
all of your instructional activities
to enhance learning.
 Remember 5 “P”s

Prior Planning Prevents

Poor Performance.
15 Practical Tips for Planning
& Conducting Outstanding
Training Programs

Adapted from: How to be a Better Trainer,

Keye Productivity Center, 1991
 1. Know your Subject

• Thoroughly prepare for your role

as the instructor.

• What knowledge & skills do you want

employees to possess after the program?

• Break the subject(s) into small,

understandable segments.
2. Know your Audience

For a successful program,

you must know as much as
possible about the people in
your audience!
 2. Know your Audience

Important Questions to Answer:

1. Who makes up the audience?

2. What is their occupation or specific job?
3. What is their level of education?
4. What is their experience?
 2. Know your Audience

5. Why are they attending?

6. What do they know about the subject?

7. What is their interest in the subject?

8. What things do they have in common?

9. What is their relationship to you?

 3. Know the Occasion

• What is the purpose of the program?

• How long is the program?
• Where will it be held?
• What are the physical conditions of
the location?
• Are there any customs or procedures
that need to take place?
 4. Logistics

• Plan carefully and thoroughly.

• Double check all details.
• Be prepared.
• Be flexible !
5. Welcome & Introductions

• Hearty welcome &

strong introduction.
• Day’s schedule.
• Housekeeping details.
• Set the “climate”…
* Why are we here?
 6. Discuss Goals & Objectives

• Present program goals & objectives.

• Discuss benefits.
• Why should I care?
• What’s In It For Me (WIIFM).
• Invite learners to become involved.
 7. Program Opening

• Provide a clear overview of subject.

• Be creative in getting the audience’s

attention.

• Begin with stimulating information.

 8. Audience Involvement

• Stimulate audience involvement!

• Solicit:
* Assistance
* Opinions
* Experiences
• Ask non-threatening questions
9. Enthusiasm & Sincerity

Demonstrate strong positive

involvement with the:
• subject
• program
• audience
 10. “How To” Instruction

• Provide specific actions or

recommendations that people
can immediately implement.
9. Enthusiasm & Sincerity

• Make positive statements

about the subject matter.

• Speak with expressiveness

and variety in tone of voice.
 11. Pace & Flow

• Change speech rate or emphasis.

• Use different instructional techniques.

• Keep information & activities relevant.

• Don’t skip around or digress.

12. Linkages & Relationships

• Link points together and

discuss how different subjects
relate to each other.
• Present information in a
logical sequence.
 13. Audiovisuals

• Use creative & excellent quality

audiovisuals to highlight key points.
• Utilize a variety of instructional
techniques.
 14. The Close

Most programs end abruptly, so:

• Summarize the “big picture”.

• Challenge learners.

• Provide an exhilarating close !

 15. Program Evaluation

• Assesses value of program.

• Provides important feedback.
• Strengthens future programs.
 Remember …

• Program content

• Delivery

Determine whether or not learners

believe what you say!
Effective Training and Learning
Foster Good Performance.
The End
 Acknowledgements

This presentation was created by

Daryle E. Foster, Robert B. Gravani,
and Elizabeth A. Bihn.

Images provided by USDA (k5897-11,

94cs0464, k7614-6), Donna L. Scott,
and Elizabeth A. Bihn