Handouts Pack: Train the Trainer...Releasing potential through learning and development 2 © Directory of Social Change 2017 M Phillips/TtTRAIN Handouts Pack Contents HANDOUTS PACK

Releasing potential through

learning and development

● ● ●

“Learning is a treasure

that follows

its owner everywhere.”

Chinese Proverb

● ● ●

© Directory of Social Change 2017 M Phillips/TtTRAIN

Train the Trainer

The following information aims to help you understand the

course content.

It is not intended to provide detailed advice on specific points.

Legal references are not necessarily a full statement of the law.

Trainer:

Mike Phillips

Trainer, Facilitator, Consultant and Coach

Mike Phillips Training

Delivered on Behalf of: Directory of Social Change

Last Updated: 08/11/2017

This Handouts Pack can be made

available in accessible formats:

Please ask for details

Handouts

Pack



2


Handouts Pack Contents

HANDOUTS PACK CONTENTS .............................................................................................. 2

ABOUT YOUR TRAINER/FACILITATOR .................................................................................. 4

COURSE OUTLINE ............................................................................................................... 5

PROGRAMME ..................................................................................................................... 6

DEFINITIONS OF TRAINING, EDUCATION AND DEVELOPMENT .............................................. 8

TYPES OF LEARNING EXPERIENCE ........................................................................................ 9

10 PRINCIPLES OF ADULT LEARNING .................................................................................. 10

KOLB’S LEARING CYCLE ..................................................................................................... 11

LEARNING, MEMORY AND THE BRAIN ............................................................................... 12

TRAINING CYCLE ............................................................................................................... 14

LEARNING NEEDS ANALYSIS .............................................................................................. 15

DEFINING AND WRITING TRAINING OBJECTIVES AND OUTCOMES ...................................... 16

ACTIVE VERBS FOR WRITING TRAINING OBJECTIVES .......................................................... 18

A SIX STEP PROCESS FOR WRITING TRAINING OUTCOMES & OBJECTIVES ............................ 19

TRAINING DESIGN ............................................................................................................ 20

TRAINING PLAN CONTENTS ...................................................................................................... 21

LEARNING CLIMATE .......................................................................................................... 22

TOP TIPS FOR USING ICEBREAKERS .................................................................................... 24

ICEBREAKER SAMPLES ...................................................................................................... 26

PREFERRED LEARNING STYLES ........................................................................................... 29

OTHER COMMUNICATION/LEARNING STYLES .................................................................... 30

UNDERSTANDING COMMUNICATION & LEARNING STYLES ................................................. 31

TRAINING METHODS ........................................................................................................ 33

TOP TIPS FOR USING TRAINING TECHNIQUES ..................................................................... 35

TOP TIPS FOR PRESENTATIONS .......................................................................................... 38

TOP TIPS FOR USING VISUAL AIDS ..................................................................................... 39

TOP TIPS FOR QUESTIONS DURING TRAINING .................................................................... 40

TOP TIPS FOR LEADING DISCUSSIONS ................................................................................ 42




3

SAVI MODEL .................................................................................................................... 45

STAGES OF GROUP DEVELOPMENT ................................................................................... 47

FACILITATION STYLES ....................................................................................................... 49

BEHAVIOUR TYPES: STRATEGIES TO HANDLE THEM ........................................................... 51

THE AXE-GRINDER ............................................................................................................ 51

THE BULLDOZER .......................................................................................................... 51

THE COMPLAINER/WHINER ........................................................................................... 52

THE CONTROLLER ............................................................................................................. 52

THE DEFEATIST ................................................................................................................ 52

THE HAIR-SPLITTER ........................................................................................................... 53

THE INARTICULATE PERSON ................................................................................................. 53

THE INTERRUPTER ............................................................................................................. 53

THE JOKER...................................................................................................................... 54

THE KNOW IT ALL ............................................................................................................. 54

THE QUIET TYPE .............................................................................................................. 55

THE SNIPER .................................................................................................................... 55

THE STALLER ................................................................................................................... 55

THE TALKER .................................................................................................................... 56

THE IDEAL PERSON ........................................................................................................... 56

ASSESSMENT DURING THE TRAINING CYCLE ...................................................................... 57

METHODS OF ASSESSMENT ................................................................................................. 59

EVALUATING TRAINING .................................................................................................... 60

FURTHER RESOURCES....................................................................................................... 62

BOOKS AND PUBLICATIONS .................................................................................................. 62

INTERNET/WEBSITE RESOURCES ........................................................................................... 63

STAY CONNECTED ..................................................................................................... 64



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About Your Trainer/Facilitator

Mike is a freelance trainer/facilitator/consultant/coach who is passionate about releasing potential

through learning and development.

Mike has delivered training across London, the UK and internationally

using diverse interactive training techniques which build upon adult

learning, brain-friendly and accelerated learning principles.

Since establishing a charity in Wales in his 20s, Mike has worked mainly

in the charity sector within health and social care (including HIV,

mental health and dementia).

He has also worked in social services and local government undertaking neighbourhood renewal and

community development work.

Freelance since 2008, in addition to his own broad customer base, Mike works as an associate trainer

with Affinity Training, Blue Phoenix Communications, Directory of Social Change (DSC) and Dementia Path

Finders (formerly Dementia UK - Training).

With a varied career, Mike specialises in topics as diverse as:

▪ Management, Leadership and Team-

building

▪ Personal Effectiveness

▪ HR, Learning and Development

▪ Communication Skills

▪ Care Matters – Health and Social

Care Issues

▪ Dementia Care

▪ Working with Diversity

Qualifications/professional memberships

▪ Associate Chartered Institute of

Personnel and Development

▪ (No. 22743061)

▪ Eden Alternative Associate

▪ Belbin™ Team Roles Accredited

▪ Institute of Equality and Diversity

Practitioner

▪ Dementia Care Mapper

▪ International Association of Facilitators

Further details

Please email [email protected] for details about other course titles available.

Follow Mike Phillips Training on:

http://mikephillipstraining.blogspot.co.uk/https://www.facebook.com/MikePhillipsTraininghttps://twitter.com/MikePTrainhttp://www.linkedin.com/in/mikephillipstraining




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Course Outline

Course Aim: To help participants to assess and develop their

training skills and techniques.

Learning

Outcomes:

By the end of today’s training session, you will be

able to:

Identify what makes good, effective training

Explain the training cycle

Describe the learning cycle and experiential

learning

Define and write training aims/objectives

and learning outcomes - and understand the

differences

List the steps involved in planning and

delivering a training presentation

Identify and assess Learning Styles

Identify and discuss training methods – and

potential advantages/disadvantages

Plan and deliver interactive training sessions



6


Programme

Day One

09:30 ▪ Welcome and Introductions

▪ Expectations and Group Agreement

▪ Training in Context

▪ How Adults Learn

11:15 Tea Break

11:30 ▪ Training Cycle

▪ Training Needs Analysis, Writing Learning Objectives

13:00 Lunch

13:45 ▪ Preferred Learning Styles

▪ Training Methods and Techniques

15:15 Tea break

15:30 ▪ Action Planning

16:30 ▪ Summary and Close

Please note that the above timings are approximate.

In respect of your fellow learners and so that we can get through the content of the day, it

would be appreciated if you would take responsibility to ensure that you return from all

breaks on time.




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Day Two

09:30 ▪ Welcome Back

▪ Icebreakers

▪ Taking Care of the Trainer

▪ Training Practise

11:15 Tea Break

11:30 ▪ Training Practise

13:00 Lunch

13:45 ▪ Group Dynamics

▪ Dealing with Difficult Behaviour

15:15 Tea break

15:30 ▪ Evaluating Training

▪ Action Planning

16:30 ▪ Summary and Close

Please note that the above timings are approximate.

In respect of your fellow learners and so that we can get through the content of the day, it

would be appreciated if you would take responsibility to ensure that you return from all

breaks on time.

All presentations include an opportunity for learners to raise questions.

Alternatively, you may wish to use the ‘Questions Car Park’

if you do not want to ask questions in front of the group.



8


Definitions of Training, Education and

Development

Oxford Dictionary

Develop To unfold more fully, bring out all that is potentially

contained within.

Educate To bring up as to form habits, manners, intellectual or

physical attitudes

Train To instruct and discipline in some specific art,

profession or occupation and to make proficient by

such instruction

Employment Department

Develop Prepare the individual for potential role by broadening

skill and experience

Educate To increase knowledge of independent subject. To

develop intellect and develop skills in structured

learning

Train To develop knowledge and skills required to perform

work related tasks

WHAT ARE YOU TRYING TO ACHIEVE WITH

YOUR GROUP OF LEARNERS?




9

Types of Learning Experience

Formal

Participating in a training

course

Informal

Observing a colleague

whom you admire, the

way they deal with a

difficult situation and

reflect upon when they did

Permanent

Learning to deal with

anger

Disposable

Learning the latest

computer software

Accredited

Taking an MBA or NVQ

Personal Interest

Learning flower

arranging/tiling

Social

Participating in a drama

group

Individual

Surfing the internet

Compulsory

Undertaking health and

safety training

Voluntary

Choosing to go on a first

aid course



10


10 Principles of Adult Learning

An informal non-threatening

learning environment

When learners want or need to

learn something

When learners’ individual learning

needs and learning styles are

catered for

When learners’ previous

knowledge and experience are

valued and used

When there’s an opportunity for

them to have some control over

the learning content and activities

Through learners’ active mental

and physical participation in the

learning activities

When sufficient time is provided

for the assimilation of new

information, practice of new skills

or development of new attitudes

When learners have opportunities

successfully to practise or apply

what they have learnt

When there is a focus on relevant

and realistic problems and the

practical application of learning

When there is guidance and some

measure of performance so that

learners have a sense of progress

towards their goals




11

Kolb’s Learing Cycle

1.

Have the

experience

1.

Have the

experience

2.

Observation

& Reflection

2.

Observation

& Reflection

3.

Forming a

rule or plan

3.

Forming a

rule or plan

4. Deliberate

Testing

(Trying it out)

4. Deliberate

Testing

(Trying it out)



12


Learning, Memory and the Brain

Learning – Creating Connections

Howard Gardner’s Multiple Intelligences




13

Memory and Learning

How We Remember

▪ Association

▪ Enthusiasm

▪ Outstanding

▪ Primacy

▪ Recency

▪ Review

What we Remember

Some Techniques to Help Learners to Remember

▪ Analogies ▪ Quotes

▪ Anecdote ▪ Repetition

▪ Examples ▪ Stories

▪ First Impressions ▪ Symbols

▪ Pictures ▪ Visual Stimulation

● ● ●

“Tell me – and I’ll forget

Show me – and I’ll

remember – Involve me

- and

I’ll understand.”

Lao Tse Teu

● ● ●



14


Training Cycle

Learning Needs

Analysis

(Individual or

organisation)

Setting aim

& Writing

Objectives/

Outcomes

Design

Deliver

Assessment

Evaluate




15

Learning Needs Analysis

Why?

▪ Help the learner grow and the organisation develop

When?

▪ First stage of the training cycle… and the last one?

Who?

▪ Do you do it for a specific training session? For the entire training

programme/plan?

▪ Do you do it for a selected group of individual? For the entire organisation

What?

▪ It needs to look at gaps in Attitudes, Skills Knowledge? Looking at where

participants are now, and where they need to be after the training session. It

needs to have a clear aim.

i.e. clarify the purpose of the training:

e.g. to develop management skills of all new managers.

i.e. Practice training delivery and receive feedback from peers.

▪ It needs to state clear objectives, which need to be SMART: Specific, Measurable,

Achievable, Relevant, Timebound. Objectives are a precise explanation of what

learners will be able to do as a result of having attended the training.

How?

▪ Questionnaire to all parties involved?

▪ Direct liaison with the organiser only?

▪ Look at the job descriptions

▪ Look at individual appraisals

AA• Attitude

SS• Skills

KK• Knowledge



16


Defining and writing training objectives and

outcomes

Training objectives and outcomes are a statement of

what the learning will result in; what the learners will be

able to do after the training event that they couldn’t

before.

▪ Attitude, motivation and feelings shouldn’t be ignored, but it is difficult to

measure changes in these areas. Consider this when setting and defining your

objectives and outcomes.

▪ Ensure the learner is aware of the stated outcomes and can use them to their

benefit. They should know when they have achieved the desired outcomes –

as well as having opportunities to reflect on their learning along the way.

Learning outcomes should:

▪ be measurable – and both observable and demonstrable.

▪ determine entirely the content and structure of the training and are

therefore of benefit to the trainer when putting the course together – and

will often influence methodology.

▪ state what skills/knowledge learners will gain and should be about

observable behaviour.

▪ use clear language.

Words like ‘will

appreciate, will

understand, will like’

are fuzzy and should be

avoided. Use action

verbs like ‘will list,

identify, discuss, and

demonstrate’.

SS• Specific

MM• Measureable

AA• Achieveable

RR• Relevant

TT• Timebound




17

A Six-Step Process

1 Write down the main purpose of the training and what it should

result in.

▪ Mind mapping is a useful way to generate and capture ideas.

2 List the behaviours you will want to see following the training.

3 Check the list against the purposes and make any refinements.

4 Check and remove any fuzzy words and find alternatives.

5 Finalise into clear statements and if necessary define any conditions

such as ‘by when’ ‘to what standard’ ‘in what circumstances’.

6 Test the statements by asking:

▪ If the person carried out the actions stated would I say the

training had been a success?

▪ Could I distinguish between those who had achieved the

outcomes and those who hadn’t?

Action

Review the learning

outcomes/objectives of one of

your existing courses.

Do the meet the guidelines

above and, if not, how could

you rewrite them?



18


Active Verbs for Writing Training Objectives

The following table1 helps with choosing typical words that can help to describe

effective learning outcomes.

BROAD AREA POSSIBLE WORDING

Analysis

Analyse Conclude Differentiate Resolve

Break down Contrast Identify Select

Compare Criticise Justify Separate

Application

Assess Demonstrate Perform Show

Choose Explain Predict Use

Compute Find Reproduce

Construct List Select

Attitude

Accept Be committed

to

Identify with Recognise

Be aware of Be motivated

to

Prefer Relate to

Comprehension

Clarify Illustrate Justify Perceive

Explain Indicate Label Represent

Identify Judge Name Select

Evaluation

Attack Criticise Evaluate Recognise

Avoid Defend Identify Support

Choose Determine Judge Validate

Knowledge Be aware of Recall Select Underline

Define Recognise State Write

Synthesis

Argue Derive Organise Restate

Combine Discuss Précis Select

Conclude Generalise Relate Summarise

1 Adapted from: Effective Planning in Training & Development, Leslie Rae




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A six step process for writing training

outcomes & objectives

● ● ●

“That is what learning is.

You suddenly understand

something you’ve

understood all your life,

but in a new way.”

Doris Lessing

● ● ●

Write down the main purposes of the change you want to achieve

List the things you would like to see the learner doing as a

result of the change

Check list of observations against purposes/intentions

Check for and remove any fuzzy words

Finalise your statements

Test them in context



20


Training Design

Tony Earl (1987) defines training design as:

“The plan, structure and strategy of instruction used, conceived so as to

produce learning experiences that lead to pre-specified goals.”

When designing training content:

▪ Always start the training design with the course aim and SMART learning

objectives in mind so that they inform training content

▪ Choose the most appropriate training techniques/methods for your purpose

and time of day

▪ Consider Preferred Learning Styles (see below) and whether your activities

meet each of the learning styles

▪ Schedule start, finish and break times and plan content around learner’s

changes in energy levels (e.g. have a more active exercise following the lunch

break)

▪ Think about what MUST, SHOULD and COULD be covered

MUST

SHOULD

COULD

Action

Create a Training Design

Checklist based on the

guidance provided in this

handouts pack.

Use your Training Design

Checklist to help you plan

future courses.




21

Structuring a Training Session

Penny Hackett2 (2003) states that the structure of training sessions should consider:

Training Plan Contents

Ensure your timetable covers:

Before you deliver the training

▪ Consider whether each activity will be:

Effective

Enjoyable

Efficient

▪ Review the resources, activities, content of your training in light of equality

and non-discrimination. Consider necessary changes (e.g. is the content

accessible to those with disabilities or will you need to make adaptations?)

▪ Test out activities beforehand

▪ Test out materials (handouts etc.) with a pilot group

▪ Time your training

2 Hackett, Penny, Training Practice (2003)

Variation

Welcome &

IntroductionsIcebreaker

Clarification and

buy-in to objectives

Individual Training

ModulesBreaks

Questions and

Answer Sessions

Wrap Up -

Conclusions

Action Planning -

Transfer of Learning

to the Workplace

Evaluation



22


Learning Climate

It is the responsibility of the trainer to create a climate for learning, one that suits the

participants. Participants willingness to learn and capacity to learn can be affected by

a variety of things:

1. Type of room

Size, atmosphere, degree of comfort – light, heat, ventilation.

2. Arrangement of the furniture

Cabaret style, horse shoe, theatre, boardroom. Position of equipment. Walking or

standing space, aisles, podium. tables and chairs for participants

3. Size of group

▪ Pairs – interviews, sharing, quick buzz

▪ Threes – thinking and participating, testing something out

▪ 4’s, 5’s, 6’s – sharing insight and ideas, a planning team; a small discussion

▪ 6 – 12 – good for sharing ideas if the group has time.

Rule of thumb - the bigger the group:

▪ the more skilful the leadership

▪ the more definite the structure - the smaller the group:

▪ allows more individual participation

As the group gets bigger, the less time each individual has for speaking




23

4. Use different groupings for different purposes

▪ Small groups for introduction. Larger groups for brainstorming. 3’s for role

play/practice and observations, pairs for personal reflection and action

planning

5. Timing and pacing

▪ Be sensitive; watch for non-verbal clues; judge when people are ready for a

change; check on concentration.

▪ Concentration wanes after 15 minutes of one activity – vary activity, training

methods

▪ Concentration drops mid-afternoon – beware the post lunch ‘graveyard’

session

▪ Use breaks to give space for recovery and re-vitalisation.

6. Be aware of participants’ needs

▪ Cultural / Physical / Disability / Dietary / Learning / Religious

▪ What else?

Action

Create a Learning Climate

Checklist that you can use

before and/or during training

courses that you deliver



24


Top Tips for Using Icebreakers

What purpose do they serve?

▪ Breathing space for trainer/presenter

▪ Bring needed energy and focus at targeted times

during a presentation.

▪ Can help created desired atmosphere

▪ Can help get summary of expectations

▪ Can highlight how people are feeling and the fact

it is shred (in case of fear for instance)

▪ Establish focus: listening, sharing, concentrating

▪ Help people feel at ease

▪ Help with introductions

▪ Involve the audience

▪ Set the tone

Guidelines for using icebreakers

▪ Allow enough time

▪ Be aware of cultural differences

▪ Be aware of physical differences

▪ Be aware of physical space

▪ Be aware of the number of participants

▪ Explain why, or better the objectives

▪ Give clear instructions or guidance

▪ Make is relevant and appropriate to the training

▪ Support achievement of your objectives




25

Energiser/Ice-breaker

Everyone stands up in the centre of the room and finds different group

members to answer each question. i.e. you should end up speaking to

everyone and having a name against each statement.

Topic/Question Name Answer

Most memorable holiday or

trip

Favourite band or singer

Someone you’d like to

interview/invite for dinner

Your organisation name

Finish the sentence “The

thing I like most about

delivering training is…”

Last time you treated

yourself to your favourite

vice

cake, chips, drink, cig, shop

Your worst fear about

presenting

A word your friends would

use to describe you

The subject you train others

in

In what conditions do you

learn best:

Reading, analysing things,

taking part, listening to

others, trying out in

different situations, other…



26


Icebreaker Samples

Hopes and fears

This is the simplest of all. Ask everyone to say

▪ My hope for this event is…

▪ My fear about this event is…

Try not to do it ‘creeping death’ style – starting at one end of the circle and

working your way around as most people won’t be listening as they will be

petrified about their turn!

Fears in a hat

This is a variation on above. Have participants write a concern or worry that they

have about the course on a piece of paper. Each participant folds the piece of

paper and places it in a ‘hat’. The hat is then shaken and re-circulated around the

group, whereupon people take a fear from the hat and read it out. This continues

until each participant has read out a ‘fear’.

After this the group is encouraged to discuss the fears and people may ‘own up’ to

their fears or the fears can remain anonymous. This is a good way for participants

to open up about what may be concerning them and are often reassured that

other participants have similar anxieties.

What I want

Ask people to identify:

▪ Three things I want from this day are…

▪ Three things I can offer on this day…

▪ My purpose in being here is…

Another reliable classic. Not very exciting, but works well at identifying what

people want.




27

Time in the organisation

Have people organise themselves in order by which they joined the

organisation/team.

The task: describe what you noticed about the team or organisation in your first week.

Particularly good when the theme of training is change. People tend to enjoy it and

can tell you a lot about the organisation.

True or false

This works well with bigger groups, as it can become a bit personal in smaller groups,

but numbers over 8 is good.

Divide the group into pairs and have them sitting next to each other in their own

spaces around the room.

Ask each participant to think of three statements about themselves. One of these

statements should be false and the other two should be true. In pairs, one partner

tells the other the three statements. The partner then has to decide which are the

true statements and which is the false statement. They then swap roles and repeat

the process.

When the exercise is finished, ask participants why they thought that a certain

statement was false, and others were true. You will be asking them to think about

clues, assumptions, prior knowledge, etc.

When setting up this exercise, make sure that participants are aware not to use any

information that is too personal and they would not like the group to know about, as

in the discussion afterwards the information may be shared. Also, give examples of

the type of statements that they might use, depending on the composition of the

group.



28


The nuts and bolts of things

This works with most groups and is useful for communication and negotiation courses

particularly but pretty good for all! This exercise is best with groups of 8 or more but

works best with bigger groups.

Each person is given a nut and bolt (that don’t fit together). Participants are then told

to move around the training room talking to the other participants to try and find the

nut or bolt that fits onto theirs. When they have completed set or sets, they should sit

down. A simple exercise, which prompts lots of conversation and laughter, with

people getting nuts stuck on the wrong bolts!

What’s my name?

A good fun ice breaker. Works best with group of 18 plus participants.

Ask everyone to stand up. The participants should then approach another participant

(shaking hands, if appropriate), say hello and give their name. After the introductions,

the participant takes the name of their partner as their own.

The introductions continue by moving around the room and repeating the process. At

each new introduction, the participant takes on the name of the new person that they

meet. The participants should sit down when one of two things happen – they get

their own name back or it has been going on too long and you ask everyone to stop

and sit down!

Action There are many examples of

ice-breakers available free

online.

Choose one that you haven’t

used before and reflect upon

how useful it was during your

training delivery.




29

Preferred Learning Styles

Each of us has a preferred learning style3, even though we

may use elements of all four styles.

There are no rights or wrongs, however, as trainers,

we need to be aware that our own preferred

communication style can influence our style of

delivery.

It important to include activities that appeal of all of the preferred learning styles

when designing training.

STYLE LIKE DISLIKE

ACTIVIST

Doing and experiencing.

Enjoy games, practical

activities, anything that’s

energetic and involving.

Sitting around for too long;

working alone; theorizing;

having to listen to others

droning on.

REFLECTORS

Time to think, observe,

take it all in first; love to

watch others; need some

solitude and above all,

time.

Being hurtled into activity,

having no time to think;

crammed timetables; lack

of privacy, no time to

prepare.

THEORISTS

To know where something

fits in to overall ideas and

concepts; analysis and

logic; being stretched;

abstract concepts;

structure and clarity.

Frivolity, mindless fun;

wasting time; not being

able to question and be

sceptical; lack of timetable

and proper structure.

PRAGMATIST

Practical problems solving;

relevance to ‘the real

world’; learning that

answers the question ‘How

can I apply this?’

Anything airy-fairy and

theoretical; learning that

makes too many references

to the past or future and

avoids drawing attention to

NOW.

3 Source: Honey and Mumford Learning Styles



30


Other Communication/Learning Styles

Visual Learners - learn through seeing

These learners need to see the trainer's body language

and facial expression to fully understand the content of a

lesson.

They tend to prefer sitting at the front of the training room to avoid visual

obstructions (e.g. people's heads).

They may think in pictures and learn best from visual displays including: diagrams,

illustrated text books, overhead transparencies, videos, flipcharts and hand-outs.

During a presentation or discussion, visual learners often prefer to take detailed notes

to absorb the information.

Auditory Learners - learn through listening

They learn best through verbal presentations, discussions, talking things through and

listening to what others have to say.

Auditory learners interpret the underlying meanings of speech through listening to

tone of voice, pitch, speed and other nuances. Written information may have little

meaning until it is heard. These learners often benefit from reading text aloud and

using a tape recorder.

Tactile/Kinaesthetic Learners - learn through moving, doing and

touching

Tactile/Kinaesthetic persons learn best through a hands-on approach, actively

exploring the physical world around them.

They may find it hard to sit still for long periods and may become distracted by their

need for activity and exploration.




31

Understanding communication & learning

styles

Using NLP4 – Neuro Linguistic Programming Processing Order (Representation System)

VISUAL AUDITORY KINESTHETIC

Common

Characteristics

They memorise

by seeing

pictures, and

are less

distracted by

noise. They

often have

trouble

remembering

verbal

instructions

because their

mind tends to

wander.

They typically

are easily

distracted by

noise.

They can repeat

things back to

you easily,

learn by

listening, like

music, and like

to talk on the

phone.

They often talk

slowly. They

respond to

physical

rewards, and

touching. They

memorise by

doing or

walking

through

something.

Commonly used

words

▪ Appear

▪ Crystallise

▪ Imagine

▪ Look

▪ See

▪ Show

▪ View

▪ Click

▪ Hear

▪ Listen

▪ Ring a bell

▪ Sound

▪ Tune in/out

▪ Catch on

▪ Comfortable

▪ Feel

▪ Get hold of

▪ Play,

Together

▪ Touch

▪ Touch base

4 Adapted from: Original document © Copyright 1999-2004 All rights reserved Michael Losier and Linda Storey



32


Questions that

engage each

communication

style.

▪ Do you see

what I

mean?

▪ Are you

getting the

Picture?

▪ How does

this look so

far?

▪ How does

this sound

so far?

▪ This sound

OK?

▪ Is this

clicking with

everyone?

▪ Does this

feel OK?

▪ Is this

comfortable?

▪ Getting a

Handle on

this?

Ending Round

Robin - The

Importance of

Wrapping up.

▪ What was

your

highlight?

▪ What

became

clear for you

today?

▪ What idea

did you hear

that you

liked today?

▪ What do you

feel you

learned

today?

▪ What will

you use in

the future?




33

Training Methods

1. CHALK AND TALK

▪ The trainer provides information by verbally

telling people –

▪ Can be used with visual aids

2. CASE STUDY

▪ A specific situation is outlined – can come from trainer or participant –

▪ And the group comment – useful for problem solving ‘common’ difficulties

3. QUIZZES

▪ Participants knowledge is tested by answering questions, either in writing on

paper or verbally. Either individually or in a group

4. PERSONAL REFLECTION

▪ Time out for participants to reflect and assess learning or knowledge for

themselves

5. OPINION GAMES

▪ Participants have a set of cards on which statements are written. In groups

they must lay the statements along a continuum line marked ‘agree/

disagree’. Each individual reads out a card an d s/he alone has the final say In

where the card is placed

6. COACHING

▪ A ‘conversation’ supporting the learner to identify their own learning issues,

goals and outcomes.

7. ROLE PLAY

▪ Participants act out representations of people in a particular situation.

8. WORDSHOWER/STORM



34


▪ ALL participants freely contribute ideas and ALL ideas are noted without comment

and included in the list. When all ideas are exhausted, the best are picked.

9. BUZZ GROUPS

▪ Small groups discuss an issue for a short time – often to clarify or problem

solve

10. DEMONSTRATION

▪ Show and do – can be verbal or non-verbal.

11. TALKING WALL

▪ Participants put comments, suggestions, ideas, information, insights etc.

onto flip-chart paper around walls – sometimes used with post it notes.

12. DRAMATIC PRESENTATION

▪ Given by the tutor to act out a situation in front of the group

13. VISITS

▪ Attending another site, project, office

14. ROLE REVERSAL

▪ Two people with differing views or ways are asked to act the way their

protagonist is acting. Useful for encouraging

understanding.

15. SYNDICATES

▪ Participants form groups to work on a task

or exercise

● ● ●

“I love strawberries. But

whenever I go fishing I

bait my hook with worms.

This is because fish like

worms – not strawberries”

Dale Carnegie

● ● ●

Action

Try to adapt what you say

during your training using the

Communication Style

guidelines above.

Then reflect on its impact?




35

Top Tips for Using Training Techniques

Syndicate groups

A mainstay of training.

Get participants into groups and give them something to discuss. A sub group of the

main group. Usually a case study exercise, a set of questions or a statement to

explore. The group have to discuss what they’ve been asked to do and then feed back

to the group. You can divide the group at random or participants can be asked to self-

select or you can pre-select the groups yourself.

ADVANTAGES DISADVANTAGES

✓ Participants get to know

each other better.

✓ It can keep up the energy

level of the group, because

people are physically moving

around.

✓ They get to interact with

different members of the

group and hear different

views in more detail.

✓ It also allows shy or more

reserved participants an

opportunity to speak, in a

situation which is less

threatening than in front of

the whole group

Some people dislike having

to move.

Sometimes the mix within

the syndicate group doesn’t

work as well and the task is

not as successful as it may

have been



36


Role Play

▪ People must be clear about the roles they are playing and given details either

verbal or written.

▪ Time to think about how to portray those roles

▪ Understand the timing of the role play

▪ Understand how feedback will be given post role play


✓ Can be very powerful.

✓ Helps feel and understand

the reality of situation

Some people totally averse

to role play and reluctant to

take part.

Hard to generate enthusiasm

– the reason must be very

clear to all.

Can take time to set up, run,

debrief and de role.

Case studies

▪ Explain why they are doing it.

▪ Copies of case study given out.

▪ Go through case study and then give instructions for exercise, how long it will last,

what the expected feedback will be and how that will be presented (to whole group as

individual or team?)


✓ Can be written to suit the

learning.

✓ Emulate reality and so of

interest to participants.

✓ Very versatile.

Can be two dimensional and

not enough information

about the characters to

make it ‘real’.

Fine balance between too

much information and too

little.




37

Thought/Ideas shower/ Brain storm

An outpouring of ideas from the participants relating to the area or problem under

discussion. It is used to identify different ideas; to consider other aspects of a problem

or to act as a trigger for the group’s discussion.

▪ Explain the process and the rule to the participants.

▪ It doesn’t matter if it appears to be relevant or even make sense at this point

in the exercise.

▪ Only one rule – that every suggestion has to be written on flipchart (or

whatever) just as the participant said it.

▪ When all suggestions are made, move onto the next stage – sorting or

ordering the responses.

▪ Write the points randomly on the flip, not in lists, to help creative, lateral

thinking.

Sort the ideas depending on learning objective for the session.

Options include:

▪ Having group discuss each thought or idea and disregard any ideas that do not

make sense or do not fit the learning.

▪ Use coloured pens to organise/group.


✓ A quick method for

generating ideas from a

group.

✓ Lively and fun, involving

everyone.

✓ A quick test of a group’s

reaction to the subject

matter.

A quiet group can be

difficult to get the ideas

flowing

Can be dominated by

louder members of the

group.

If a contentious point is

raised it can be difficult to

stop the group discussing it

before the sorting element

of the exercise.



38


Top Tips for Presentations

Use this as a checklist when you are planning and giving your next training session or

presentation

1. ▪ Ask the 6 Universal Questions – who, what, where, why, how,

when (with whom)

2. ▪ Ask WIIFT (What’s In It For Them) principle for your audience –

what will appeal to them?

3. ▪ Build rapport with your audience – establish common

interests, gain credibility, be welcoming and approachable,

appeal to the human being – stories often have more impact

than statistics

4. ▪ Choose your language carefully, and intentionally when

appropriate

5. ▪ Consider different methods of delivery for best effect: visual

aids are not just PowerPoint. Use pictures, props, anecdotes,

audience imagination, short ‘plays’ or ‘sketches’

6. ▪ Decide content using the MindMap – and practice it

7. ▪ Do you expect/want questions – how might you answer them?

8. ▪ Do you talk fast or slow – do you need to pause more or less?

9. ▪ Look at the room layout, are you going to stand, sit, walk?

10. ▪ Make key points memorable and leave out any irrelevancies.

Don’t tell the audience what they already know.

11. ▪ Plan a punchy start and close (curious, dramatic, unusual) -

and practice it

12. ▪ Plan Timings: section your time around what can be

realistically covered – and practice your delivery to this time-

plan

13. ▪ Stick to 3 –5 key points: identify these using your mind map

14. ▪ Talk to and with your audience – conversationally - not at

them

15. ▪ Use attention grabbers – shocking statistics, real like

examples, high impact visuals such as props and real objects




39

Top Tips for Using Visual Aids

Here’s some common sense that isn’t always common

practice ……If the VISUAL AID does not AID the message

VISUALLY (or worse, is a distraction to the key message) –

remember, if in doubt leave it out

V ▪ Vibrant & varied: a mix of different styles

I ▪ Images, numbers and words

S ▪ Short and simple

U ▪ Uncomplicated

A ▪ Appropriate & relevant to learning point

L ▪ Let them be seen by the learners

A ▪ Always check the equipment is working

I ▪ Innovative and creative

D ▪ Drawings, pictures, quotes & cartoons

S ▪ Show logo’s: your own, funders, etc.



40


Top Tips for Questions during Training

Preparing for what you have no control over

▪ What questions might the audience prompt?

▪ What might raise conflict, disagreement,

astonishment, needs for clarification?

▪ Ask other people to ask you questions; you might

uncover new things

▪ Then, think of the possible answers, and ways of

answering.

Asking questions:

▪ Ask closed questions to check learning, or anything else, but where, for

whatever reason, you do not want their answers to last for ever: “Are there

any questions?”

▪ Ask only one question at a time, and avoid the questions that in fact convey

three questions in it.

▪ Ask open ended questions to probe for longer, more detailed answers, i.e.

questions starting with “How…”, “What…”

E.g.: What questions to you have?

▪ Avoid asking questions to one specific

individual as he may feel targeted, put on

the firing line, threatened; rather ask the

group and for who would volunteer.

● ● ●

“The wise man doesn’t

give the right answers; he

poses the right questions”

Paul Samuelson

● ● ●




41

Handling questions

▪ Avoid mentioning how long you are going to take questions for, nor how many

as you may end up feeling uncomfortable if not enough questions are raised

and the audience frustrated if there is not enough time for you to answer all

of them.

▪ Ensure everyone hears and listens to the question: for people’s respect as well

as for audible and general interest.

▪ Inform your audience of when you are prepared to take questions

Answering questions

▪ Although the question is coming from one individual, make sure you are

addressing the entire group when answering the question.

▪ Ask the questioner to repeat the question should you have not heard it first

time round.

▪ Check whether you have answered the question initially asked.

▪ It is OK not to understand what the questioner mean and therefore strongly

suggested to ask for clarification, rephrase to ensure you understand what

was meant. It is important then to ensure the entire group understood it too.

▪ It is OK to say “I don’t know and will find out for you” (and then give an

indication of when)

▪ Never contradict one of your delegates, even if they do so; instead reinforce

that it is ok to have differing points of view.

▪ Pause before jumping on your answer.

▪ Repeat the question back to the audience: you ensure everyone heard it

appropriately and gain time and clarity for bringing up your answer.

▪ You might want to defer it back to the audience: this earns you time to think

more deeply and gives the audience opportunity to be involved.

▪ You probably have anticipated the questions and have a ready-made answer



42


Top Tips for Leading Discussions

▪ Clarify Purpose/Objective

▪ Establish Ground Rules, Introductions

▪ Start Discussion with Open Questions

Cannot be answered ‘yes’ or ‘no’

Encourage participants to say as little or as much as they wish

Have more than one answer

It can be helpful to prepare some open questions whilst planning your

workshop

You do not know what the answer will be

▪ Acknowledge and support what people say

Uh-hu, uhm, hmm

Oh? So… And? Then?

“That’s a good point…”

“That reminds me of something that Abdi said earlier…”

“That’s interesting, could you explain that a bit further for us Elisabeth”

▪ Encourage them through words and body language

Mirroring posture

Nodding

Non-words

Silence

Smiling




43

▪ Link questions to participants’ experience

“What has been your experience of meetings in the past and what

would be some ways of improving future meetings?

▪ Use active listening skills

▪ Check you have understood by asking:

“Are you saying….?”

“That’s a good suggestion, what do you think might happen if…”

“That’s interesting…does anyone have any other ideas, thoughts,

feelings about that?

Help participants to shift from personal experiences to seeing the

wider picture and looking at the issue as a whole

“That’s a valid point and your experience is important. Let’s think

about how other staff may consider the idea of this new database

system”

“Thanks for sharing your thoughts and ideas. Let’s take some

time to think about the service as a whole for other drop-in-

centre users who may want different things. What might they

need?”

▪ Use humour

Be aware that what might amuse one person may not amuse the next

Be sensitive to cultural and language implications

Can lighten serious discussions

“Go on, talk to me, I don’t bite, honest…”



44


▪ Use summarising

Can bring discussion to an effective end

Helps to focus the discussion and pull it back on track

List the main points, issues and topics that have been talked about

Record any decisions, points of agreement, conclusions, actions to be

taken

▪ Manage interruptions

Don’t allow them

Draw attention to Ground Rules

Two people talking at the same time “Can we have one at a time, thanks.”

“Wait a minute Tom, can you let Kajol finish her point first please”

Action

Choose a Discussion Group

session from an existing or

new course you are planning.

Create a discussion plan

(including appropriate

questions) for leading the

discussion




45

SAVI Model

SOMATIC AUDITORY VISUAL INTELLECTUAL

Somatic Activity

Ideas

Auditory Activity

Ideas

Visual Activity

Ideas

Intellectual

Activity Ideas

Pause a

presentation

every 15 minutes

and ask learners

to move away

from where they

are sitting and in

pairs to

progressively

draw a mind map

of what they are

learning

Encourage

learners to read

new information

out loud from

their manuals or

computer

screens.

Create colourful

peripherals for

the walls

displaying key

learning points.

Use pictures and

graphics as much

as possible.

Set learners

problems to

solve that relate

to the subject

matter that as

just been

presented.

Use frequent

room breaks of

three minutes’

maximum

duration.

Ask learners to

stand up, find a

partner and talk

about what they

are learning

Present

information as a

document for

learners to read.

Once they have

read it, ask them

to explain it to a

partners in their

own words.

Use metaphors

and analogies to

introduce new

ideas.

Ask learners to

set goals and

draw up plans for

implementing

new ideas.



46


Ensure there is a

range of fiddle

items on tales for

learners to fiddle

with.

Have a concert

review

immediately at

the end of a

presentation

where learners

listen to a

summary of key

learning points

over a

background of

relaxing music.

Always have a

rich supply of

coloured pencils

and pens on the

table for learners

to use.

Ask learners to

think through the

implications of

an idea, and to

work out how

they will action it

in the workplace.

Send learners on

a scavenger hunt

to look for bits of

information

connected to the

topic that have

been hidden in

advance.

This can be:

▪ around the

training room

▪ the building

▪ outdoors

Every so often

ask each learner

to turn to the

person sitting

next to them and

ask each other

questions about

what they have

learned.

Use a video

during a

presentation

Create word

puzzles and ask

the learners to

put together.

The word puzzle

should reveal a

key learning

point of the

subject matter.




47

Stages of Group Development

The stages of group development, first described by

Bruce Tuckman5, can often explain the behaviour of

learners during training and facilitated workshops.

STAGE ISSUE CHARACTERISTICS FEELINGS BEHAVIOURS

Forming

▪ Dependency

▪ Childhood

▪ Inclusion/exclusion

▪ Am I in or am I out?

▪ Do I want to be out?

▪ Identifying and belonging

Anxiety

Anticipation

Uncertainty

Confusion

“We” – looking for

what is the same

as self

What is

acceptance

Seeking allies

Sub groups

5 Source: Barry Tuckman

1. Forming

2. Storming

3. Norming4. Performing

5. Mourning

Adjourning



48


Storming

▪ Counter-dependency

▪ Adolescence

▪ Power and control

▪ Differences, trust,

challenge of

leadership

▪ Leadership struggle

▪ It can’t be done

▪ It won’t be done

▪ Working out personal

implications

Conflict

Cold

Painful

Tension

Exciting

Liberating

“I” rebellion

against leader

Rivalry labelling

Polarisation of

opinion

Conflict between

sub-groups

Resistance to tasks

Testing out

Norming

▪ Cohesion

▪ Adulthood

▪ Working out

▪ Group norms/rules

▪ Trust.

▪ We can do it

Warmer feelings

Less extremes

Mutual support

possible

Desire to achieve

tasks

New roles, sharing

begins

Closeness

Performing

▪ Inter-dependence

▪ Maturity

▪ Interpersonal connection,

▪ Ability to take risks, air differences of

opinion and trust

group to handle it

▪ We are doing it

Intimacy

Openness,

creativity

Cooperation

Energy

Getting tasks done

Problem solving

Powerful

Adjourning

or Mourning

(Tuckman did

not include this

fifth stage)

▪ Separation

▪ Old Age

▪ How do you say goodbye?

▪ How to leave

Loss

Grief

Desire for group

not to end

Holding on

Re-union planned




49

Facilitation Styles

There are a range of facilitation styles6, each of which

may be more or less appropriate at different stages of

training delivery.

TELLS CONSULTS INVOLVES STEPS OUT

FACILITATOR

STYLE

▪ Facilitator is

in charge of

task and

process:

▪ Chooses

venue

▪ Chooses

agenda

▪ Chairs &

leads

discussion

▪ Prescribes

▪ Gives

information

▪ Manages

the time

▪ Facilitator

constantly

consults the

group on its

needs

▪ Facilitates

reconsideration

and response to

agenda issues

▪ Emphasises

consideration of

group’s needs

▪ May share

leadership with

some of the

group

▪ Group

chooses how

it will use

facilitator

skills

▪ Group may

rotate

leadership.

Decide to

change

agenda,

timings and

so on.

▪ Facilitator

skill likely to

feel

responsible

for group

process

▪ Group

manages

itself

▪ Facilitator

becomes a

resource to

the group

▪ Facilitator

may leave

the group

entirely

responsible

for its own

process and

task.

DOMINANT

STATE OF

THE GROUP

Dependency

Submitting to

benevolent

government

Interdependence Independence

6 Source: Facilitating Groups; Jenny Rogers



50


PLUSES

▪ Facilitator

likes it

because it

puts them in

the expert-in-

charge role

▪ Group feels

safe

▪ May be very

task focused

▪ Often right for

early sessions

while group

settles down

▪ Gives group

practice in

taking

responsibility

for itself

within safe

framework

▪ Good

compromise

between the

greater

freedom of

involvement

and bossier

style of

‘telling’

▪ Exhilaration.

▪ Fun

▪ High

performance

▪ Purposeful

atmosphere

▪ Clear that the

group is totally

responsible for

own learning

▪ Group cannot

rebel as there

is no authority

figure

MINUSES

▪ Group does

not take

responsibility

for own

learning

▪ May ‘rebel’

▪ May feel

childlike

▪ Civilised

dependency

may be

ultimately

harmful

▪ Does not

trust group

to be adults

▪ Gloss of

involvement

is only skin

deep

▪ Learning

may be

limited

▪ Facilitators

miss the

‘buzz’ of being

in charge

▪ Group worries

by its own

freedom

▪ Minimal

involvement

may look like

abandonment

▪ Takes time to

get to this

points & the

group may

not have this

much time.

▪ Ambiguity

may be too

much for

some

members

▪ Control issues

may surface

again.

▪ Group may

fall apart

without

‘official’

leadership

▪ Responsibility

may be too

much




51

Behaviour Types: Strategies to Handle Them

There are a variety of problem behaviours that can be

detrimental to the group members and their work. We

will describe some common ‘types’, by their behaviour,

and follow them with strategies to deal with that

behaviour.

The Axe-grinder

This person wants to relate everything to their pet obsession, whether it has anything

to do with the topic under discussion or not.

Strategies include:

▪ Encourage them to refocus on the topic under discussion by asking them a

question directly related to it

▪ Keep highlighting how irrelevant they are being

▪ Restate the purpose of the group/meeting

The Bulldozer

This person will try to run over you and everyone else too! It's their method of

stopping progress, because progress scares them. If they can't change, they may

leave. At a facilitated session, bulldozers may leave the room a lot and will have a host

of legitimate reasons for doing so!

Strategies include:

▪ Don't argue with them. Present the facts.

▪ Get them into problem solving mode.

▪ Protect the space of those they bulldoze, by asking the bulldozed to repeat

their thought or by asking others in the group how they feel.

▪ Stand up to them in a non-combative way.



52


The Complainer/Whiner

This person tries to put you on the spot to fix it. He or she blames others and

never self.

Strategies include:

▪ Ask questions.

▪ Don't be defensive.

▪ Encourage them to act.

▪ Listen and acknowledge, don't argue.

▪ Solicit solutions from them.

The Controller

This person wants to dominate and run things and be in complete control of the

group.

Strategies include:

▪ Consider asking persistent offenders to leave

▪ Delegate responsibility for something of lesser importance

▪ Speak to the person apart from the group and request that they control

their inappropriate behaviour

The Defeatist

This person feels that the problem is insurmountable and can see no solution or

alternatives.

Strategies include:

▪ Seek out more positive contributions

▪ Treat the defeatism as a legitimate option




53

The Hair-splitter

This person wants absolute answers and definitions.

Strategies include:

▪ Acknowledge their need for absolute answers and definitions.

▪ Ask them to honour your work or style preferences just as you accept theirs.

▪ State what you're prepared to give.

The Inarticulate Person

This person has ideas but has problems putting the ideas into words.

Strategies include:

▪ Ask them for permission to help them phrase or rephrase.

▪ Encourage them to speak.

▪ Exhibit patience when they speak.

The Interrupter

This person interrupts the person speaking.

Strategies include:

▪ Say, "You interrupted me. Please let me finish my thoughts."

▪ Whenever they do it, repeat the preceding statement.



54


The Joker

This person is in it for laughs, may be sarcastic

or sexually aggressive.

Strategies include:

▪ Disregard the joke and focus on

asking them for opinions relating to

the topic under discussion

▪ Give them responsibility for a task such as scribing

The Know It All

This person appears as the expert, wants constant attention and often argues

with people.

Strategies include:

▪ Ask other group members to comment on what they heard, redirecting

focus away from the Know-It-All.

▪ Be well prepared for the topic under discussion.

▪ Don't challenge -- ask questions to lead them to see their errors.

▪ Focus on solutions.

▪ Have them summarise their

thoughts and record them.

▪ Listen and paraphrase what they say.

▪ Praise their ability.

● ● ●

“He that is good with a

hammer tends to think

everything is a nail.”

Abraham Maslow

● ● ●




55

The Quiet Type

This person is quiet or timid. Their silence is often mistaken for agreement.

Strategies include:

▪ Address them by name and ask them to share their thoughts. Focus your

attention directly on them to create the time and space they need to

answer.

▪ Ask them some safe things early in the session to get them involved.

▪ Commend their participation when it occurs.

▪ Talk to them before the session, casually, to help them become

comfortable.

The Sniper

This person attacks and criticises, usually indirectly, masking their aggression by using

humour or saying things under their breath.

Strategies include:

▪ Address sniping each time it occurs, until it stops.

▪ Address the behaviour openly, asking them why they said that.

▪ Ask others if they agree with the criticism.

▪ Don't let them hide behind humour.

The Staller

This person tells irrelevant stories or experiences. They don't focus and instead give

off base types of examples.

Strategies include:

▪ Ask them how what they said relates?

▪ Help them to be honest.

▪ Record their idea on The Car Park

▪ Try to find out their hidden concerns.



56


The Talker

This person distracts by holding side conversations.

Strategies include:

▪ Ask the person directly to share their thoughts with everyone (use tact

and diplomacy).

▪ Say, "There are little meetings going on. May we have just one meeting?"

But there is good news!!

The majority of participants are fine and most groups will include the “ideal”

participant:

Now you have some knowledge about challenging people and strategies to deal

with them. What do you do with the ideal person?

The Ideal Person

This person has good ideas and expresses them freely at appropriate times.

They're congenial. They work well with others. They smile and laugh easily, even

at themselves.

Strategies include:

▪ Acknowledge them frequently

▪ Always learn from them




57

Assessment during the Training Cycle

Assessment is necessary during the training cycle in order to:

▪ Identify current attitude, skills and knowledge

▪ Identify training and development needs – the “training gap”

▪ Plan and design training and development interventions effectively

▪ Record learners’ progress

▪ Motivate and encourage learners

▪ Comply with legal requirements

▪ Comply with organisation policy

▪ Provide evidence for certification and qualifications

▪ Provide information for employers/commissioners of training to evidence

learning achieved

Stages of Assessment

Assessment occurs at three key stages:

Initial Assessment, either before or at the start of a course (e.g. through a quiz), can:

▪ Identify gaps in existing knowledge, skills and understanding

▪ Provide a starting point and potential for achieving learning objectives

▪ Provide direction and information for action planning

▪ Reflect learning styles

Summative

Assessment

Formative

Assessment

Initial

Assessment



58


Formative assessment can be carried out during the course in order to:

▪ Allow learners to correct mistakes

▪ Build on learners’ achievements

▪ Check understanding and assimilation of new learning

▪ Enable the trainer to modify the training content

▪ Link guidance and support to skills development and practise

▪ Monitor training

▪ Provide a continuous learning loop (see the learning cycle)

▪ Provide feedback to the learner

▪ Record progress

Summative Assessment occurs at the end of the course of study/learning.

This could be undertaken through a quiz, assignment, interview or in more formal

courses through a written assignment or project and/or a written/oral examination.

The summative assessment at the end of the learning process:

▪ Evidence for Certification (pre-agreed success criteria has been achieved)

▪ Lists achievements for the learner, the training and the trainer

▪ Provides information Employers/Commissioners (indication of changes in

attitudes, skills and knowledge)

▪ Supports evaluation




59

Methods of Assessment

Assessment can be as informal as checking learner understanding throughout a

training day through questioning, games and quizzes, ‘learning check-ins’ after breaks,

to a range of other assessment methods:

▪ Assignment

▪ Case Study

▪ Examination of practical skills (e.g. using a piece of equipment)

▪ Log book/Report or Reflective Learning Diary

▪ Observation against a criteria checklist

▪ Oral questioning

▪ Peer review and reports

▪ Projects

▪ Results from other Assessors

▪ Role Play

▪ Simulation

▪ Written Testing

Did you know?

It’s What we DO that counts:

We remember approximately

▪ 10% of what we read

▪ 20% of what we hear

▪ 30% of what we see

▪ 50% of what we see and hear

▪ 70% of what we discuss with others

▪ 80% of what we experience personally

▪ 95% of what we teach to someone else

SOURCE: WILLIAM GLASSER (1986)



60


Evaluating training

Evaluation is:

“a planned collection and assessment of information

to judge the value or effectiveness of something”

So why evaluate training?

▪ It clarifies whether outcomes have been achieved

▪ It is the ‘final stage’ in the training cycle, it completes the training process

▪ It may demonstrate value for money (or other resources)

▪ It may indicate where further training is needed

▪ It provides feedback for the trainer so that any necessary changes can be

made to content and styles and how their training impacts on learners

Some pointers …

It is much easier to evaluate training founded on clearly defined (SMART)

outcomes.

Although at ‘the final stage’ of the Training Cycle, evaluation may in itself identify

further training needs – so may also serve to define the aims and outcomes of

further training … and so the cycle continues …

Evaluating training and evaluating learning are separate processes – though one

evaluation method/activity may provide information on both




61

Evaluation – in any training intervention – has four levels:

▪ The evaluation of the actual training – reaction evaluation

▪ The evaluation of the learning achieved by participants – learning evaluation

▪ The evaluation of the improvement of the participants’ performance in relation

to the job role – performance evaluation

▪ The evaluation of the impact of the training on to the actual performance of the

organisation – impact evaluation

The work of Kilpatrick, suggests there is a fifth level which can be more difficult to

measure – Return on Investment (ROI).

It is not always an easy process to evaluate training – but it is important that it is not

overlooked or ‘shortcut’ because of potential difficulties.

It is a general consideration that in any organisation looking to make cut backs – the

training budget goes first. If this is true, then ALL resources invested in training are

valuable. After such investment, evaluation makes good sense!

ROIROI

Impact

Organisation

Results

Impact

Organisation

Results

Performance Evaluation -


Performance Evaluation -


Learning EvaluationLearning Evaluation

Learner Reaction Learner Reaction



62


Further Resources

Books and Publications

Boydell, T. (n.d.). A Guide to the Identification of Training Needs.

Cameron, E. (2007). Facilitation Made Easy. London: Kogan Page Ltd.

Covey, S. R. (1989). The 7 Habits of Hightly Affective People. Simon Schuster.

Hackett, P. (2003). Training Practice. London : Chartered Institute of Personnel

and Development.

Hare, K. a. (2005). The Trainer's Toolkit Bringing Brain-Friendly Learning to Life.

Carmarthen, UK: Crown House Publishing Ltd.

Leong, S. (n.d.). How to Develop a Talent for Training.

McKee, L. (2004). The Accelerated Trainer. Aldershot, UK: Gower Publishing

Company.

Meier, D. (2000). The Accelerated Learning Handbook. New York: McGraw-Hill.

Newstrom, J. &. (n.d.). The Big Book of Business Games.

Pepper, A. (n.d.). Managing the Training and Development Function.

Rae, L. (1999). Using Evaluation in Training and Development. London: Kogan Page

Limited.

Rae, L. (n.d.). The Skills of Training.

Rogers, J. (n.d.). Facilitating Groups.

Siddons, S. (1997). Delivering Training. London: Chartered Institute of Personnel

and Development.

Tamblyn, D. &. (n.d.). The Big Book of Humorous Training Games.

Truelove, S. (2006). Training in Practice. London: Chartered Institute of Personnel

and Development.




63

Internet/Website Resources

www.businessballs.com

www.cidp.org.uk

www.glasstap.com

www.netskills.ac.uk

www.skillsconverged.com

www.thetrainingshop.co.uk

www.thetrainingshop.com

www.thetrainingzone.co.uk

www.trainerbubble.com

www.trainerslibrary.com

www.trainerswarehouse.com

www.trainingmaterials.com

www.yellowmoon.co.uk



64


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Handouts Pack ContentsAbout Your Trainer/FacilitatorQualifications/professional membershipsFurther details

Course OutlineProgrammeDay OneDay Two

Definitions of Training, Education and DevelopmentOxford DictionaryEmployment Department

Types of Learning Experience10 Principles of Adult LearningKolb’s Learing CycleLearning, Memory and the BrainLearning – Creating ConnectionsHoward Gardner’s Multiple IntelligencesMemory and LearningSome Techniques to Help Learners to Remember

Training CycleLearning Needs AnalysisWhy?When?Who?What?How?

Defining and writing training objectives and outcomesA Six-Step Process

Active Verbs for Writing Training ObjectivesA six step process for writing training outcomes & objectivesTraining DesignStructuring a Training SessionTraining Plan ContentsBefore you deliver t

Documents

Handouts Pack: Train the Trainer...Releasing potential through learning and development 2 © Directory of Social Change 2017 M Phillips/TtTRAIN Handouts Pack Contents HANDOUTS PACK