TRAINING

CLIMATE
AND
PEDALODGY
PRESENTED
BY:
JENIS
 MEANING
• TRAINING CLIMATE

Simply stated, ‘climate’ is what it feels

like to work somewhere, how motivating
that is, and consists of six clear elements;
clarity, commitment, standards,
responsibility, recognition and teamwork
- all of which can be measured and
managed.
ELEMENTS OF TRAINING
CLIMATE
 ELEMENTS OF TRAINING
CLIMATE COND…
Managerial Support (MS)

1. Supervisors give recognition and credit to

those who apply new knowledge and skills to
their work.
2. Supervisors match associates’ needs for
personal and professional development with
opportunities to attend training.
3. Independent and innovative thinking are
encouraged by supervisors.
4. Top management expects high levels of
performance at all times.
5. Top management expects continuing
technical excellence and competence.
 ELEMENTS OF TRAINING
CLIMATE COND…
Job Support (JS)

1. Gaining new information about ways to perform

work 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 in
this organization.
4. Work assignments include opportunities to learn
new techniques and procedures for improving
performance.
5. There is a strong belief that continuous learning is
important to successful job performance.
 ELEMENTS OF TRAINING
CLIMATE COND…
Organizational Support (OS)

1. There is a performance appraisal system that

ties financial rewards to use of newly acquired
knowledge and skills.
2. Employees are provided with resources
necessary to acquire and use new knowledge and
skills.
4. There are rewards and incentives for acquiring
and using new knowledge and skills in one’s job.
5. organization rewards employees for using newly
acquired knowledge and skills on the job.
 HOW TO CREATE A TRAINING
CLIMATE IN THE
TRAINING 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
 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
 CREATING TRAINING ENV.
COND…
• 3. INVOLVING PARTICIPANTS
• Allowing participants to provide input
regarding schedules, activities and other
events
• Questioning and feedback
• Brainstorming and discussions
• Hands-on work
• Group and individual projects
• Classroom activities
 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
 CREATING TRAINING ENV.
COND…
• 5.USE THE POSITIVE FEEDBACK
• Give verbal praise either in front of other
participants or in private
• Use positive responses during questioning
• Recognize appropriate skills while coaching
• Let the participants know how they are
progressing toward achieving learning objectives
 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 with
others
 CREATING TRAINING ENV.
COND…
• 7.MAINTAIN SELF-ESTEEM
• Reinforce those practices and beliefs
embodied in the course content
• Provide corrective feedback in an
appropriate manner
• Provide training that adds to their sense
of competence and self-esteem
• Recognize participants’ own career
accomplishments
 CREATING TRAINING ENV.
COND…
• 8.INDIVIDUALS BECOME GROUP
• They share a common purpose
• They share a common experience in
attending the course
• Each member’s contributions and
questions are valued and respected
• An open and trusting climate develops
• The members pay attention to how they
work together
 CREATING TRAINING ENV.
COND…
• 9.UNDERSTAND GROUP
DYNAMICS
• Observe
• Develop increased awareness
• Discuss observations with cotrainers
• Develop options to support the group
 CREATING TRAINING ENV.
COND…
• 10.TO MOVE TOWARDS
LEARNING GOALS
• Structure
• Direction
• Leadership
 CREATING TRAINING ENV.
COND…
• 11.EFFECTIVE PRESENTATION SKILLS
• Follow a plan and use trainer’s notes
• Communicate in a way that is easy to understand
• Maintain eye contact with participants
• Project your voice
• Avoid the use of slang or repetitive words, phrases or gestures
• Display enthusiasm
• Move around the room
• Use appropriate audiovisuals
• Be sure to ask both simple and more challenging questions
• Provide positive feedback
• Use participant names
• Display a positive use of humor
• Provide smooth transitions between topics
• Be an effective role model
 CREATING TRAINING ENV.
COND…
• 12.PURPOSE OF INTRODUCTION
• Capture interest
• Make participants aware of the
clinical trainer’s expectations
• Help foster a positive training climate
 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
•
 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 the
question to a specific participant
• The key in asking questions is to avoid a
pattern
• Use participant names during questioning
• Repeat a participant’s correct response
• Provide positive reinforcement
 CREATING TRAINING ENV.
COND…
• 15.PARTICIPANTS RESPONSES
• Use participant names during
questioning
• Repeat a participant’s correct
response
• Provide positive reinforcement
 PEDAGOGY
IT IS -- The strategies, techniques, and approaches
that teachers /trainers can use to facilitate
learning.
Pedagogy is the ART or SCIENCE of being a
TEACHER OR TRAINER. This is the modern
interpretation. The word "PEDA" refers to
CHILDREN , which is why some like to make the
distinction between pedagogy (teaching children)
and ANDRAGOGY(teaching adults). The Latin-
derived word for pedagogy, EDUCATION, is much
more widely used, and often the two are used
interchangeably.
Pedagogy is also sometimes referred to as the
correct use of teaching strategies.
 PEDAGOGY-- WHY IT
MATTERS
• Needs Assessment - What learning is needed?
We change learner performance by figuring out
what each learner needs and which strategies will
work to unlock patterns that have not been working.
Good teachers/trainers are very good at diagnosis
and the customization of instruction. They keep
checking for understanding and they keep
searching for the intervention that will enable each
learner to succeed. They do everything possible to
give learners good reasons and they view each and
every dropout as a personal failure. They don't
shrug off dropouts as a minor issue. .
 PEDAGOGY-- WHY IT
MATTERS CONTD…
• Professional Growth - How can I improve my
teaching/training?
Effective teachers/trainers cannot afford to rest or
coast for very long because the learners have a
way of bringing a remarkable new set of
challenges into the classroom each day. What
worked with some learners last year may fail this
year. A teacher/trainer who stops adding to her or
his repertoire of effective strategies is too much
like a knife grown dull for lack of sharpening.
 PEDAGOGY-- WHY IT
MATTERS CONTD…
• Classroom Culture - How do I cultivate the class
culture for learning?
While the importance of emotions and the social
aspects of learning are rarely addressed by factory-
style reformers, these aspects of classroom life are
crucial. If a teacher /trainer does not create a culture
that is safe, comfortable, encouraging and
supportive, learning may not occur. The art of
teaching/training includes the nurturing of group
norms that allow learning to thrive. The science of
teaching/training is less effective at reducing fears,
freeing dreams and inspiring even disadvantaged
students to reach for stars.
 PEDAGOGY-- WHY IT
MATTERS CONTD…
• Strategy - How do I teach to maximize results?
Effective teachers/trainers possess rich repertoires of
instructional moves and techniques. They devote time to
matching strategy to situation. But they also understand the
trial-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 made
great discoveries partially by accident (serendipity) and
partially by perseverance over thousands of trials and tries.
Strong teachers/trainers make sure their efforts to match
technique to learners are guided by intuition, empathy and
some of the softer aspects of human knowing.
 PEDAGOGY-- WHY IT
MATTERS CONTD…
• Resource Management - How do I make do with what we
have?
Shortages of resources are endemic in many classrooms
and 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's
good intentions. These may range from decent, current
texts to paper, chalk, adequate heat and insulation from
noise. The institutions may be short on leadership. Morale
may be low because of outside threats, and bad local press
coverage. But good teachers/trainers learn to make good
things happen for learners despite these shortages,
distractions or threats.
 PEDAGOGY-- WHY IT
MATTERS CONTD…
• Problem Solving - What could go wrong and how
do I cope?
Life in classrooms is ripe with surprises, but not all
of these surprises need to stall forward progress.
Smart teachers/trainers try to anticipate what
might go wrong and have backup plans ready just
in case. If the computer network suddenly freezes
and a lesson requiring Internet access is suddenly
blocked, the teacher/trainer immediately asks
learners to brainstorm questions to pursue once
the network recovers.
 PEDAGOGY-- WHY IT
MATTERS CONTD…
• Orchestration - How do I orchestrate all the
different 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 of
pedagogy mentioned here so that harmony,
resonance and synergy result. Sports psychologists
write of the ZONE champion athletes enter that
makes remarkable performance possible. The same
happens in classrooms when teachers/trainers are
well schooled in pedagogy. They create a classroom
ZONE that makes remarkable performance likely.
•  
THANK
YOU!!!