sensitisation

sensitisation

1. helps trainees understand the aims of training programme

   • to increase knowledge
     • personal development
       • improve job performance
         • change attitudes to change behaviour

2. help trainees understand difference between ideal and current skill use

   • be able to identify components/sequence of skills
   • diagnostic inventories and practicals

3. instructive/knowledge phase of training

   • transmit info about interpersonal performance e.g. lecture
   • identify performance standards-use of research and case studies

4. sensitise trainees to characteristics and rationale of programme

   • understand concepts, functional properties and theoretical framework
     • prepare to put knowledge into practice - provide relevant examples/case studies
   • skill analysis
     • acquire knowledge
       • theoretical rationale, relevant research, relevance/advantages of aspects of behaviours e.g. lecture/discussion, handouts/videos, checklist? relational exercises such as games to make more memorable and enjoyable
   • skill discrimination
     • how to apply: descriptive models and demonstrative models
       • provide practical examples, illustrate sub-components of behaviour, underand in context
       • Modellng encourages skill development, discourages existing negative behaviours, provide appropriate models for future reference
         • Bandura 1997
           • attention, retention, reproduction, motivation
             • how to work through the process - relate to age gender occupation
         • descriptive e.g. script
           • demonstrative e.g. role play
         • live/written/audio/video/homework
           • tapes e.g. self instructional / slapstick
             • opening and closing lectures - recaps and reinforces
             • role-play stimuli
             • model tapes
             • trigger tapes to stimulate discussion
         • should be vivid, repeated, depict variety of models for different learners
         • relevant to trainees, if negative must be grossly incompetent, performance goals set, reward skilled behaviour

5. sensitisaton to the programme itself

   • 1. aims and objectives .
     • 2.theoretical background to training approach - make relevant to org
       • 3. methodologies to be employed - different learning style
         • 4. expected learnng approach - establsh groundrules and how feedback will be given
           • 5. initial practical exercise