WELCOME

Training the Trainers Course

Iasi - December 10th - 11th 2001

Identifying Needs

Of the Trainee

What are your needs?

Where are you now?

What do you want to happen?

How will you know when you haveachieved your need?

What resources do you need to help withthis improvement?

What barriers are there that may prevent youfrom achieving this improvement?

Reviewing

The Training Experience

Review Training Experience 3 basic questions

• What happened in the exercise?• Can we link this with general theory of behaviour?• Does this happen at work?

An art & a science – science - general rules– art - when to apply

Don’t get too involved with stories about what was done, focus on why and whether these behaviours have parallels to work

Constructive Approaches

Always give 2 or 3 positives for each negative Discourage cynicism and individuals being hard

on self and others Never scapegoat one person - criticise the

behaviour not the person Consider what the team may take forward Don’t be dogmatic - no right or wrong answers

Pointers Encourage everyone to contribute, involve everyone Don’t be vague - be specific Avoid open ended questions Don’t just throw questions back at the questioner Give facts not just interpretations Get majority of the group to agree Don’t assume to know what will be said Ask questions, don’t give answers Reviews are cumulative

Open Questions In 3’s

– one interviewer– one interviewee– one observer

Interviewer tries to review what the interviewee did last night

Observer listens to the questions If a question can be answered with a one word

answer then swop roles

Useful Tips

Watch how the team uses individual differences

Be aware of the objectives of the exercise at all times

Blaming is dis-empowering to the speaker Talk through models

– e.g. GISA, learning through experience model, team development, model of awareness, etc.

Questions

Best question - Why did that go well? Who wasn’t content with the exercise? What did the team achieve? How did we achieve it? What helped/hindered? What would you do the same/ different next time? How can we apply this learning back to the workplace? What have you learnt from this? Ask about - ownership, participation, feelings? Focus on the reason behind the behaviours

More Questions

What particular parts of the exercise went well? What concepts have been used productively in this exercise? Would it have been reasonable to expect a better performance

from the group and the individuals? Where could communication have improved the exercise?

N.B. LISTENING Did you set out with clear objectives agreed by all? What might you be going to do (differently) in the future? How can we make sure that this concept becomes part of the

way we work/live?

Feedback

Joharis’ Window

Known Unknown

Known

Unknown

OTHERS

ME

Public Private

Potential

Why Bother?

Common complaint amongst staff is that they don’t get enough feedback, and when they do it’s negative.

A good way to get feedback at an appropriate time is to ask for it

Another good way to get more feedback is to give it yourself

Encourage others to continue to give feedback -take comments seriously, be gracious about praise, explore criticism, experiment with suggestions, thank them

Giving Feedback

Things that a person does well – positive feedback is energising– has to be sincere

Specific rather then general Observations rather than interpretations Descriptions rather than judgements Leave it with a sense of direction

Receiving Feedback

Remember how hard it is for the giver Listen quietly Do not justify or defend Ask for clarification Thank the giver

Facilitating

An Exercise

General Points

Do not be drawn into leadership • unless motivation is low and destructive

• unless you wish to demonstrate a leadership point

Do not help with solutions• unless motivation is low

• unless team ability is not high enough for the task

Enjoy the exercise/programme yourself• be friendly and open

Always be aware of the objectives Stay within earshot of the group

Pointers

Concentration – Don’t let personal thoughts distract you– if note taking keep it simple– observe the feel of the exercise not just the facts

Be and Accept Yourself– have to be happy with self in order to see good

in others

Points

The “depth” of the exercise may be missed by the team

Avoid problems by recognising them early on Make sure all are involved Never force someone to do something they are

uncomfortable with Avoid back to back failures Accept all solutions Clear objectives

Pointers

Listen to the initial planning Listen to what isn’t being said Summarise the brief Mix with the group - us not them & us Take an interest in the group Never presume how the group will act Be open Remain professional Encourage a relaxed atmosphere

Useful Tips Don’t give false praise Be aware of any dangerous aspects of an exercise Deal with conflicts promptly Energy levels Silence is powerful Ask team members what they are doing - individually/ team Mid-exercise reviews can help to re-focus Avoid long briefs Flexible rules

Intervention Danger Focus Direction Information/ clarify Challenge perspectives - Devil’s Advocate Self learning Support/ motivation Role Playing

Location

Stand so that you can see as much as possible

Stand close enough to hear without intruding

Stand close enough to encourage/ prompt Stand close enough to field questions Stand by danger spots

Exercise Design

Exercise Choice

Fun = motivated to learn Allow creativity Clear objectives

Difficulties– Time consuming– No guarantees– Cost– Creative effort

Pointers

Consider the type of delegate/ learner/ type of learning Provide learning applications - vivid metaphors Involve all delegates Exercises should focus on process not content Physical/ Intellectual/ Emotional limitations Avoid long briefs - clear & concise Time - energy levels - amount of activity Set in a comfortable situation