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TRAININGCLIMATE
ANDPEDALODGY
PRESENTEDBY:
JENIS
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MEANING
TRAINING CLIMATE
Simply stated, climate is what it feels
like to work somewhere, how motivatingthat is, and consists of six clear elements;clarity, commitment, standards,responsibility, recognition and teamwork
- all of which can be measured andmanaged.
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ELEMENTS OF TRAININGCLIMATE COND
Managerial Support (MS)
1. Supervisors give recognition and credit tothose who apply new knowledge and skills to
their work.2. Supervisors match associates needs forpersonal and professional development withopportunities to attend training.3. Independent and innovative thinking are
encouraged by supervisors.4. Top management expects high levels ofperformance at all times.5. Top management expects continuingtechnical excellence and competence.
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ELEMENTS OF TRAININGCLIMATE COND
Job Support (JS)
1. Gaining new information about ways to performwork more effectively is important in this organization.2. Job assignments are designed to promote personal
development.3. Learning new ways of performing work is valued inthis organization.4. Work assignments include opportunities to learnnew techniques and procedures for improvingperformance.
5. There is a strong belief that continuous learning isimportant to successful job performance.
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ELEMENTS OF TRAININGCLIMATE COND
Organizational Support (OS)
1. There is a performance appraisal system thatties financial rewards to use of newly acquiredknowledge and skills.2. Employees are provided with resourcesnecessary to acquire and use new knowledge andskills.4. There are rewards and incentives for acquiringand using new knowledge and skills in ones job.
5. organization rewards employees for using newlyacquired knowledge and skills on the job.
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HOW TO CREATE A TRAININGCLIMATE IN THETRAINING ROOM.
GUIDELINES.
1.ENABLING OBJECTIVES
Identify characteristics of how people learn
Explain how groups form and develop Use effective presentation skills
Introduce a presentation
Use questioning techniques
Summarize a presentation
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CREATING TRAINING ENV.COND
2.CHARACTERISTICS OF LEARNERS
Require learning to be relevant
Are highly motivated if they believe learning is relevant
Need participation and active involvement in the learning process
Desire a variety of learning experiences
Desire positive feedback
Have personal concerns and need an atmosphere of safety
Need to be recognized as individuals with unique backgrounds,experiences and learning needs
Must maintain their self-esteem
Have high expectations for themselves and their trainer
Have personal needs that must be taken into consideration
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CREATING TRAINING ENV.COND
3. INVOLVING PARTICIPANTS
Allowing participants to provide inputregarding schedules, activities and other
events Questioning and feedback
Brainstorming and discussions
Hands-on work
Group and individual projects
Classroom activities
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CREATING TRAINING ENV.COND
4.USE A VARIETY OF METHODS Audiovisual aids Illustrated lectures
Demonstrations Brainstorming Small group activities Group discussions Role plays and case studies Guest speakers
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CREATING TRAINING ENV.COND
5.USE THE POSITIVE FEEDBACK
Give verbal praise either in front of otherparticipants or in private
Use positive responses during questioning Recognize appropriate skills while coaching
Let the participants know how they areprogressing toward achieving learning objectives
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CREATING TRAINING ENV.COND
6.TREAT PARTICIPANTS AS INDIVIDUALS
Use participant names as often as possible
Involve all participants as often as possible
Treat participants with respect
Allow participants to share information withothers
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CREATING TRAINING ENV.COND
7.MAINTAIN SELF-ESTEEM
Reinforce those practices and beliefsembodied in the course content
Provide corrective feedback in anappropriate manner
Provide training that adds to their senseof competence and self-esteem
Recognize participants own careeraccomplishments
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CREATING TRAINING ENV.COND
8.INDIVIDUALS BECOME GROUP
They share a common purpose
They share a common experience in
attending the course Each members contributions and
questions are valued and respected
An open and trusting climate develops
The members pay attention to how theywork together
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CREATING TRAINING ENV.COND
9.UNDERSTAND GROUPDYNAMICS
Observe
Develop increased awareness
Discuss observations with cotrainers
Develop options to support the group
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CREATING TRAINING ENV.COND
10.TO MOVE TOWARDSLEARNING GOALS
Structure
Direction
Leadership
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CREATING TRAINING ENV.COND
12.PURPOSE OF INTRODUCTION
Capture interest
Make participants aware of theclinical trainers expectations
Help foster a positive training climate
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CREATING TRAINING ENV.COND
13.INTRODUCTION TECHNIQUES Reviewing the objectives Asking a series of questions about the topic Relating the topic to previously covered content Sharing a personal experience
Relating the topic to real-life experiences Using a case study or problem-solving activity Using a videotape or other audiovisual aid Using an imaginative transparency Making a provocative statement Giving a classroom demonstration
Using a content expert Using a game, role play or simulation Relating the topic to future work experiences
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CREATING TRAINING ENV.COND
14.QUESTIONING TECHNIQUES
Ask a question of the entire group
Target the question to a specific participant
State the question, pause and then direct thequestion to a specific participant
The key in asking questions is to avoid apattern
Use participant names during questioning
Repeat a participants correct response
Provide positive reinforcement
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CREATING TRAINING ENV.COND
15.PARTICIPANTS RESPONSES
Use participant names duringquestioning
Repeat a participants correctresponse
Provide positive reinforcement
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PEDAGOGY
IT IS -- The strategies, techniques, and approachesthat teachers /trainers can use to facilitatelearning.
Pedagogy is the ART or SCIENCE of being a
TEACHER OR TRAINER. This is the moderninterpretation. The word "PEDA" refers toCHILDREN , which is why some like to make thedistinction between pedagogy (teaching children)and ANDRAGOGY(teaching adults). The Latin-
derived word for pedagogy, EDUCATION, is muchmore widely used, and often the two are usedinterchangeably.
Pedagogy is also sometimes referred to as thecorrect use of teaching strategies.
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PEDAGOGY-- WHY ITMATTERS
Needs Assessment - What learning is needed?
We change learner performance by figuring outwhat each learner needs and which strategies willwork to unlock patterns that have not been working.Good teachers/trainers are very good at diagnosisand the customization of instruction. They keepchecking for understanding and they keepsearching for the intervention that will enable eachlearner to succeed. They do everything possible togive learners good reasons and they view each and
every dropout as a personal failure. They don'tshrug off dropouts as a minor issue. .
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PEDAGOGY-- WHY ITMATTERS CONTD
Professional Growth - How can I improve myteaching/training?
Effective teachers/trainers cannot afford to rest orcoast for very long because the learners have a
way of bringing a remarkable new set ofchallenges into the classroom each day. Whatworked with some learners last year may fail thisyear. A teacher/trainer who stops adding to her orhis repertoire of effective strategies is too much
like a knife grown dull for lack of sharpening.
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PEDAGOGY-- WHY ITMATTERS CONTD
Classroom Culture - How do I cultivate the classculture for learning?
While the importance of emotions and the socialaspects of learning are rarely addressed by factory-
style reformers, these aspects of classroom life arecrucial. If a teacher /trainer does not create a culturethat is safe, comfortable, encouraging andsupportive, learning may not occur. The art ofteaching/training includes the nurturing of groupnorms that allow learning to thrive. The science of
teaching/training is less effective at reducing fears,freeing dreams and inspiring even disadvantagedstudents to reach for stars.
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PEDAGOGY-- WHY ITMATTERS CONTD
Strategy - How do I teach to maximize results?
Effective teachers/trainers possess rich repertoires ofinstructional moves and techniques. They devote time tomatching strategy to situation. But they also understand thetrial-and-error aspects of helping learners untangle patterns
of failure and frustration. It is not a purely scientific process,as even great scientists like Marie Curie sometimes madegreat discoveries partially by accident (serendipity) andpartially by perseverance over thousands of trials and tries.Strong teachers/trainers make sure their efforts to matchtechnique to learners are guided by intuition, empathy andsome of the softer aspects of human knowing.
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PEDAGOGY-- WHY ITMATTERS CONTD
Resource Management - How do I make do with what wehave?
Shortages of resources are endemic in many classroomsand are often worse in poorly performing institutions .
Time is always in short supply. But there are many other
important resources that can frustrate a teacher's/trainer'sgood intentions. These may range from decent, currenttexts to paper, chalk, adequate heat and insulation fromnoise. The institutions may be short on leadership. Moralemay be low because of outside threats, and bad local presscoverage. But good teachers/trainers learn to make good
things happen for learners despite these shortages,distractions or threats.
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PEDAGOGY-- WHY ITMATTERS CONTD
Problem Solving - What could go wrong and howdo I cope?
Life in classrooms is ripe with surprises, but not allof these surprises need to stall forward progress.
Smart teachers/trainers try to anticipate whatmight go wrong and have backup plans ready justin case. If the computer network suddenly freezesand a lesson requiring Internet access is suddenlyblocked, the teacher/trainer immediately askslearners to brainstorm questions to pursue oncethe network recovers.
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PEDAGOGY-- WHY ITMATTERS CONTD
Orchestration - How do I orchestrate all thedifferent aspects of pedagogy?
Some classrooms actually hum with a purposeful,productive energy. The teacher/trainer of such
classes knows how to combine all of the elements ofpedagogy mentioned here so that harmony,resonance and synergy result. Sports psychologistswrite of the ZONE champion athletes enter thatmakes remarkable performance possible. The samehappens in classrooms when teachers/trainers are
well schooled in pedagogy. They create a classroomZONE that makes remarkable performance likely.
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THANK
YOU!!!