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Instruction for trainersInstruction for trainers


Objectives of the Instruction for training session

Analyze the qualities of an effective trainer

E t diff t th d d t h i f t i i dEnumerate different methods and techniques of training and their advantages and disadvantages

Show how to assess and plan a training programShow how to assess and plan a training program

Understand trainer’s role as a change agent


Team-Building

Exercise 0.5: The NASA Game

1. Read the instructions2. Rank the 15 items individually, 1 being the most

important, 15 the least important item 3. Build a group and rank the items together with your

colleagues4. Compare the group ranking with your individual ranking

and discuss the result


Team Building Results

Exercise 0.5: The NASA Game

Team-Building - Results

ITEM NASA REASONINGNASARANK

Box of Matches No oxygen on the moon: worthless 15Food Concentrate Efficient means of energy 450ft Nylon rope Useful in scaling cliffs, tying injured together, etc. 6Parachute silk Sun protection 8Solar Powered heating unit Not needed unless on dark side of the moon 132 45Cal Pistols Possible means of propulsion 11One case of dehydrated milk Bulkier duplication of food concentrate 12Two 100lb oxygen tanks Most pressing survival need 1Stellar Map Primary means of navigation 3Self-inflating life raft Co2 bottle in raft may be used for propulsion 9Magnetic Compass Magnetic field on moon not polarized: useless 145 gals Water Replacement for tremendous liquid loss on light side of moon 25 gals. Water Replacement for tremendous liquid loss on light side of moon 2Signal Flares Distress signal when mother ship is located 10First-aid kit with injection needles Needles fit special aperture in space suits 7Solar-powered FM 2-way radio For communication with mother ship, but FM requires line-of-sight

transmission, short range5


1. Instructions for the training1.1 Qualities of a trainer

1.2 Methods and techniques of training1.2 Methods and techniques of training

1.3 Successful communication and presentation tools

1.4 Planning of a training programg g p g

1.5 Training presentation by each participant


1.1 Qualities of a trainer

© POPHTC


Qualities of a trainer - General requirements

SINCERITYHELPFULNESSHELPFULNESSENTHUSIASMATTENTIVENESSATTENTIVENESSFRIENDLINESS

→ what else?


Qualities of a trainer - Personal skills and qualities

Exercise 1: What characteristics are important as a leader?

1. Everyone chooses the 10 most important attributes from the following listthe following list.

2. Rank them individually from 1 (most important) to 10 (least important).

3. Discuss your choices with other participants, and mark similaritiessimilarities.


Qualities of a trainer - Personal skills andQua t es o a t a e e so a s s a dqualities II

Honest Competent

CooperativeMature

Loyal

InspiringFair Minded

Dependable

Ambitious

Courageous

Self-controlled

Independent

Intelligent Straightforward

Courageous

Broad-minded

Determined Imaginative

Caring

Forward Looking Supportive


Qualities of a trainer –Personal skills and qualities III

Kouzes and Posner’s leadership study– identifying leaders’ most important characteristics

Characteristics of Admired LeadersCharacteristics of Admired LeadersCharacteristics Percentage of Respondents Selecting Each Characteristic

1987 1995 2002HONEST 83 88 88FORWARD LOOKING 62 75 71

Most frequently named:

FORWARD-LOOKING 62 75 71COMPETENT 67 63 66INSPIRING 68 68 65Intelligent 43 40 47Fair-minded 40 49 42Broad-minded 37 40 40

HonestForward-lookingSupportive 32 41 35

Straightforward 34 33 34Dependable 33 32 33Cooperative 25 28 28Determined 17 17 24Imaginative 34 28 23

Forward lookingCompetentInspiring

gAmbitious 21 13 21Courageous 27 29 20Caring 26 23 20Mature 23 13 17Loyal 11 11 14Self-Controlled 13 5 8Self Controlled 13 5 8Independent 10 5 6

Source: Kouzes and Posner, 2002


Qualities of a trainer – Personal skills and qualities IV

What matters What doesn‘tmatterWhat doesn‘tmatter

• Motivation• Drive

matter

• Gender• Age

matter

• Gender• AgeLeadership

Behaviour & character• Strategic

thinking • Social skills

A l i

Age• Ethnicity• Career path• Education

Age• Ethnicity• Career path• Education

skills

The ability to think and

charactertraits

Being• Applying knowledge

• Taking responsibility

• Family background

• Innate Skills

• Family background

• Innate Skills

to think and act as a leader

Beingregarded as

a leader

responsibility

Being a leader is about learning abilitiesBeing a leader is about learning abilities


Appropriate level of technical knowledge skills or abilities in

Qualities of a trainer - Standards of performance

Appropriate level of technical knowledge, skills or abilities inthe relevant subject

Competence in delivery techniques and methods appropriateCompetence in delivery techniques and methods appropriateto adult learning

Maintenance of training skills by participating in continuingMaintenance of training skills by participating in continuingeducation and development programs

Application of adult learning principles appropriate to theApplication of adult learning principles appropriate to thetarget audience and the learning objectives


1.2 Methods and techniques of training


Methods and techniques of training -Teaching and training

Expert / Facilitator

Theoretical / Real-LifeTheoretical / Real-Life

Passive / Active

Watch Me / You do it

Here’s how to use it! / What would you do?


Methods and techniques of training -Models for interactive and participatory learning


Methods and techniques of training -Training methods

Interactive LecturetteClass DiscussionSmall Group ExercisesTwo & Three-person ExercisesCase StudiesRole-playingSimulationsGGamesSurveys, Quizzes, and Short Writing ExercisesObservations and Hands-on Work in Field


Methods and techniques of training -Selection criteria

Selection Criteria

Target group

Program Structure & Provider

Training ObjectivesTraining Objectives

Form of Assessment, Evaluation, expected Results

Training Duration & Implementation Sequence

Possibly costs for training equipment / time of resources


Methods and techniques of training -Nature of learning

Four categories of learning experiences or styles:

D Lik t b ti l i l d i l i t t k h th illDoer: Like to be actively involved in learning process, want to know how they will apply learning in real world, like information presented clearly and concisely.

Feeler: People-oriented, expressive, focus on feelings and emotions, thrive in open, unstructured learning environment.

Thinker: Rely on logic and reason, like to share ideas and concepts, analyze and evaluate enjoy independent workevaluate, enjoy independent work.

Observer: Like to watch and listen, tend to be reserved, will take their time before participating, thrive on learning through discovery.

Lawson, K., The Trainer’s Handbook, 1998, San Francisco, CA: Jossey-Bass.


Methods and techniques of training -Nature of learning II


Methods and techniques of training -Nature of learning III


Methods and techniques of training -Nature of learning IV

Exercise 2: What type of learner are you?

The Learning Style InventoryThe Learning Style InventoryFollow the instructions on the working sheet


Methods and techniques of training -Different roles of a trainer

Leader

Trainer ManagerFacilitator

Motivator


Methods and techniques of training -The trainer as a leader Leader

Have good knowledge of the subjects being taught

Be sure your lessons are well planned and focused on the audience

B ild l h t th t d t l d kBuild your lessons on what the students already know

Let the students know what you expect of them

Motivate the students by telling them why they need the information

Stimulate interest by using a variety of methods and materials

Encourage student questions and discussion

P id t d t ith f db k d l ti h th d iProvide students with feedback and evaluation on how they are doing

Maintain a good appearance

Show enthusiasm for teaching and for the subject matter


Methods and techniques of training -The trainer as a facilitator Facilitator

Create discussion between you and the learners

Create experiential learning activities for learners to discover the content themselves

Share personal experiences to build rapport

Provide opportunities for participants to evaluate their own learning


Methods and techniques of training -The trainer as a motivator Motivator

Show you are interested in others and their ideas

Use small break-out groups to overcome any reluctance to share ideas or concerns

Use participants' names as often as possible

Use body language that encourages participation: positive nods, smiles, and eye contact

Balance participation by encouraging the quiet, yet not shutting down the vocal participants

Reinforce correct responses, yet do not negate the incorrect ones; Allow participants to bring up issues yet stay on trackto bring up issues, yet stay on track


Methods and techniques of training -The trainer as a manager Manager

Use excellent communication skills, listen well, accept input, project assertiveness, ask ti ti d ti il h i tquestions, encourage questions, and practice silence when appropriate

Use a sense of humor, patience, openness, trust, and sincerity

Demonstrate affirmative non-verbals, and stay engaged

Balance participation, maintain the flow of interaction, develop ground rules, and create an inclusive environment

Address problems in the classroom or in an e-learning situation as soon as they crop up

Be prepared to manage disruptive behaviors when they occur


1.3 Sucessful communication andpresentation toolsp


Successful communication andSuccessful communication and presentation tools - Faulty transmission/reception

Wh h d h ?What happened here?


Successful communication and presentation tools -Process of communication

verbal element

vocal element

non-verbal or visual element


Successful communication and presentation tools -Process of communication II

A social interaction between two agents

The source transmits the information in a message

Best case: they share aBest case: they share a common set of signs


Successful communication and presentation tools -Key messagesy g

Different dimensions of sending messages

Factual Content

Variables

Wording

Content

Self Revelation Message Appeal

Length

Style

Organisation

Relationship

Tone

Timing

SequencingSequencing


Successful communication and presentation tools -Key messages II

What makes a good message?Compelling & moves your audience to action

y g

Tailored to your audienceMaximum 2-3 key pointsKeep it simple, clear and briefp p ,Funny or ironic (sometimes) Sweeping & startling (sometimes)Positive (almost always)Positive (almost always)What we’re for, rather than what we are against!Repeat, repeat, repeat!


Successful communication and presentation tools - Key messages III

Core message

Message Architecture General Public

SpecificKey message

Target

AudiencesTopic SpecificMessage

Target AudienceExpertsComplex and detailed

messagemessage


Successful communication and presentation tools -Identifying and profiling the audiencey g p g

Four segments of an audience:

Opposed PersuadableApathetic Supportivepp p pp

P i t tPrimary target group


Successful communication and presentation tools -Identifying and profiling the audience IIy g p g

Always keep in mind who is your audience!

• Attitude

AttitudeBackground

• Education

• What do they

toward projectaim

• ExpectationsEconomic

Education• Profession• Experience• Sector (NGO,

want to do?• Economicinterest

SME, etc.)


Successful communication and presentation tools -How to say it

Tell them what you are going to teach and why they carebig picture/overview

y

how it fits into their work life with examplesTeach them

show them howshow them howdo an exerciseask/receive questions

Get them to personalize by having themGet them to personalize, by having themsay how they will use itconsider pros, cons and barriers


Successful communication and presentation tools -Effective communication: voice managingg g

Intonation Avoid to speak monotonously. Speak with feeling.

V l Speak loudly enough to reach all members of theVolume Speak loudly enough to reach all members of theaudience without overpowering those closest to you.

PacingSpeak slowly and clearly enough that everyone inyour audience can understand every word. Use shortsentences and short, simple words.


Successful communication and presentation tools -Effective communication: verbal ticks to avoid

Keep it simple!

Translate: In the event of life-threatening conflagration, expeditiously transport your person through the indicatedexpeditiously transport your person through the indicated egress of closest proximity to your location.

In case of fire, leave quickly through the nearest door marked “EXIT”


Successful communication and presentation tools -Non-verbal communication

How do audiences receive your message?

7%

words

38%55%vocal cues

facial expresion

N b l i ti tt !→ Non-verbal communication matters!


Successful communication and presentation tools -Speaking in public and gestures used

Speak loud enough

p g p g

Speak loud enough

Show enthusiasm

Mark key points or issuesMark key points or issues

Pronounce words carefully


Successful communication and presentation tools -Speaking in public and gestures used II

A lively and animated talking style captures

p g p g

talking style captures attention

Use gestures to make a point

For example: head nods communicate positive reinforcement


Successful communication and presentation tools -Speaking in public and gestures used III

Make eye contact and smile!

It keeps the audience alert It make each person feel involvedIt makes each person feel part of the auditory It places audiences pconfidence in you


Successful communication and presentation tools -Guidelines on effective presentation

The importance of visualizationp

Remembering of information three days after meeting or event

65

Remembering of information three days after meeting or event

35

10

Oral Visual alone Visual and Oral


Successful communication and presentation tools -Guidelines on effective presentation II

What kind of visualization tools can you use?p


Successful communication and presentation tools -Guidelines on effective presentation III

Advantages and disadvantages of visuals

p

+More comprehensive choices of

-The “wow” factor and the “anti-wow”

viewing modes

Seeing the transitions in time

d

factor

Visuals can mislead the audience

and space

Having a high impact on the

audience

The danger of over-use and inappropriate

use


Successful communication and presentation tools -Guidelines on effective presentation IVp

Is this a good example of data use?

© WEC

Hi hli ht i t t t k !→ Highlight points you want to make!


Successful communication and presentation tools -Guidelines on effective presentation VpAre these good examples of data use?


Successful communication and presentation tools -Guidelines on effective presentation VIp

Simplicity beats Complexity

Change in oil demand by region 2007-2030

© IEA 2008

© BP


Successful communication and presentation tools -Guidelines on effective presentation VII

An example of how to present complex data in an entertaining and easy-to-understand way by Prof. Hans Rosling

p

y y y g

Source: Ted.com


Successful communication and presentation tools -Rehearsing and revisingg g

Purpose of rehearsing

l f th h l

Purpose of revising

make modifications in: learn from the rehearsal

logical order & transitions

timing

make modifications in:• chunks & logical order• transition statements

timing• timing• opportunities for

interaction

→ Revise and rehearse your presentation before you give it


Successful communication and presentation tools -Handling questions and answersg q

Anticipate the questions that might come upAnticipate the questions that might come up

Repeat or rephrase the question

Answer clearly and concisely

Go to the next question

Listen carefully to the questioner


Successful communication and presentation tools -Active listeningg

The process of active listening

Listening Understanding the informationinformation Understanding the emotionsEvaluate the understanding


Successful communication and presentation tools -Active listening II

Active Listening Techniques

g

Encouraging Clarifying RestatingReflecting SummarisingSummarisingValidating


Successful communication and presentation tools -Types of feedback and tips for providing feedback

Types of feedback

yp p p g

Tips for providing feedback

Positive

Negative

It must be specific rather than general

It must describe the person’s own f liNeutral

Informative

Cumulative

feelings

It must avoid evaluative language

It must be focused on actions rather Cumulativethan personality

It must take into account the needs of the giver and the receiverthe giver and the receiver


1.4 Planning of a training program


Planning of a training program -The design of personnel training

Primary questions to answer when designing a training program:What do I want learners to be able to do as a result of this training gprogram?

What methods will I use to assist them to reach this level of performance and knowledge?performance and knowledge?

What resources will be used to deliver this training program?

How will this training be structured overall?


Planning of a training program -Development of training programs

Elements of a training plan:

Learning ObjectivesLearning Objectives

Course Outline (Lesson Plan)

Training Methodologies (Method Sheet)g g ( )

Evaluation Tools

Training Logisticsg g

→ Failing to plan is Planning to fail


Planning of training program -Development of training programs II

A planned & systematic training cycle is typically a 4-stage process

Define Training Needs

Design & PlanEvaluate outcomes Monitor

Provide TrainingProvide Training


Planning of a training program -Development of training programs III

The Training Cycle – the ADDIE Model

Analysisformal/informal needs assessmentformal/informal needs assessmentdetermine goals & objectives

Designdetermine the contentdetermine the contentdetermine delivery method

Developmentcreate the materials

Implementdeliver the content

Evaluationlt b d bj tiresults based on objectives


Planning of a training program -Development of training programs IV

Exercise 3: Fill in a process design matrix form including the following categories:

- Date and Time- Process Objective- Method- Key Points- Learning Measures- MaterialsMaterials

Follow the instructions on the worksheet


Planning of a training program -How to develop relevant contents for each target group

Required C t

Current competency level competency

level for certain position

Competency Gap

competency level of the employee

C t Training &Competency Assessment

Training & Development

Program


Planning of a training program -Needs assessment

Needs assessment:

1 Fi d th i SKA1. Find the gap in SKA:SKA = Skills, Knowledge & Attitude

Gap = what they need/want to know – what they knowGap what they need/want to know what they know2. Determine if training is the answer3. Determine objectives of training

What should they do better to improve job performance or service to the public?

What do they want to know?What do they want to know?


Planning of a training program -Needs assessment II

Information you need to gather for a needs assessment:Determine desired performance

Participant analysis

Learning context

Content expertise

Training Expertise

Logistical requirements


Planning of a training program -Needs assessment III

Exercise 4: Develop a training needs assessment

Determine which which data you already have regarding the following assessment tasks and which you still have to collect:

Desired performanceParticipant analysisLearning contextContent expertiseTraining ExpertiseTraining ExpertiseLogistical requirements

Follow the instructions on the worksheet


Planning of a training program -Organization analysis

Determining where training emphasis can & should be made within the organization g

Study of the entire organization - objectives, resources, allocation of resources

Personnel audit for manpower planning

Indicators of organizational effectiveness


Planning of a training program -Organization analysis

Matrix of aspects for organisational diagnosis

Environment

Mission Culture

Resources ResultsManagement

Structure and processes


Planning of a training program -Learning Objectives

Learning Objectives: As simple as ABCAudienceAudience– who is the target of this objective, and what are the learner's

characteristics?

B h iBehavior– what behavior is expected from the learner to show that he or she

has learned the material?

Conditions– under what conditions will the learner be expected to demonstrate

her knowledge?g


Planning of a training program -Learning Objectives II

Learning Objectives have to be SMART…

SpecificSpecificstate desired results in detail

Measurable (observable)use verbs that describe what trainees will learn

Action-focuseddescribe an action that the trainee will perform

Realistichi blachievable

Time-frame sensitivehow long will it take the trainees to learn the skill


Planning of a training program -Course outline

Review your objectives

Determine topics needed to achieve the objectiveDetermine topics needed to achieve the objective

Determine how much time is needed to cover each topic

Arrange topics in logical orderArrange topics in logical order


Planning of a training program -Training methodologies

Select the learning method you believe would be most appropriate to facilitate learning

It’s not what the trainer wants; it’s what the learners need;

Consider the profile of learners


Planning of a training program -Training logistics

Location

SpeakersSpeakers

Catering

Length of timeg

Number of participants

Available handouts

Electronic equipment (e.g. beamer, laptop)

What else?


Planning of a training program -Training logistics

Select a “classroom” that is convenient, comfortable, and attractive.

Be sure all the students can see and hear.

See that the room is clean and orderly.

Check for proper temperature and ventilation.

M k th t l d f th d ' ti itiMake sure the seats are properly arranged for the day's activities.

Check all equipment to be sure it is working and in good repair (e.g. beamer).

Be sure all materials are in proper order and ready to use.

Arrange to keep distractions and outside interruptions to a minimum.


Thank you for yourThank you for your attention

Any CommentsAny Comments, Questions, Suggestions?

Contact details:

Ronjon ChakrabartiProject Manager adelphiProject Manager, [email protected]

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