The
Training-Learning
Process
Mala, Jeya,
Nesrin, Noura
Introduction
In his book "Girl Guiding," Lord
Baden-Powell (1918) wrote:
"Our method of training is to
educate from within rather than to
instruct from without; to offer
games and activities which, while
being attractive to the girl, will
seriously educate her morally,
mentally and physically."
COMPARISON:
“TRAINING AND LEARNING”
“Training is one of several
responses an organization can
undertake to promote learning
whereas
Learning is the process by which
a person constructs new
knowledge, skills and capabilities ”
Key attributes of Learning
Process in Training
• Learning is
an evolutionary process
a product of collaboration
unique to an individual
equipped with intellectual &
emotional elements
o Progressive but not at a uniform
pace
o
o
o
o
How Do Adults Learn??
(Andragogy)
1.
2.
3.
4.
5.
6.
7.
8.
Motivation
Capacity Of Learning
Experience
Involvement
Problem-Solving
Feed backing
Freedom To Make Errors
Challenges
How Adults Learn
Knowles' assumptions on Andragogy:
• The need to know
• Learner self-concept.
• Role of learners' experience
• Readiness to learn
How Do Children Learn ??
(Pedagogy)
Learning
Major Types Of Learning
Objectives
1. EMOTIONAL (AFFECTIVE)
Fostering attitude, feelings and
preferences
2. PSYCHOMOTOR (PHYSICAL)
Development of competence in the
actual performance of procedures,
operations, methods and techniques
3. INTELLECTUAL (COGNITIVE)
Acquisition of information and
concepts related to course content
Types of Learning
Attitude
Knowledge
Skills
Factors influencing the
Learning process
A- Personal factors
B- Environmental factors
A- Personal factors
1. Desire for personal growth &
development
2. Benefits for learning
3. Participants’ learning style & skills
4. Situation in organisation
5. Previous training experience of
participants
6. Family situation & personal problems
B-Environmental factors
1. Training strategy, methods &
technique
2. Trainer \ training team
3. General learning environment in the
programme
4. Relationship with other members of
group & trainer
5. Composition of training group
Training
The Training Process
PLANNING
IMPLEMENTATION
EVALUATION
Different Training Models
A
Assess
Design
Monitor
Train
Different Training Models
B
Analysis
Evaluation
Implementation
Design
Development
Different Training Models
C
Best
Practices
Integrate
and
Support
Education
Expertise
Principles of Girl Guide / Girl
Scout (GGGS) Training
These are the principles by which all guiding and
scouting units operate and are all fundamentals
defined by of our founder:
• The promise and law is basic to all jobs in GGGS.
• Develop understanding of the relationship of GGGS
movement to the community.
• Makes use of cooperative endeavour.
• Training for the job.
• Flexible in design.
• Adapts itself to the needs and abilities of the
learner.
• Patrol system
Methods of Learning
in Training Programme
• Direct input by the trainers.
• Learning through sharing
within training group.
• Through practice &
exercise.
• Formal & informal methods
of observation.
• Out of session exchanges
with participants & trainers.
What are the main
criteria in planning an
event based on guiding
Principles?
The main criteria in planning
an event based on guiding
Principles?
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Objectives
Trainees
Training Team
Methods
Course Design (GGGS Principles)
Training Equipments And Materials
Training evaluation
Training Evaluation
FOCUS
Participants’
reactions
TOOLS
TIMING
Questionnaires
Observation
Pre-training
Knowledge, Skills
and Attitudes
Tests
Interviews
During training
End of training
On-the Job
Application
Evaluation Sheets
Follow up
Organizational
Results
Checklists
Reports
TRAINING EVALUATION
Task
• Prepare a short training event
that would involve the GGGS
principles.
• Use the guideline to plan and
think of a 5 minute
presentation to highlight the
underlying principles used.
The
Training-Learning
Process