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Training of Trainers
Welcome to
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Mingle Activity
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Introductions
First Name
Company name
One strength in my training area One weakness in my training area
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Your expectations
What do you hope to achieve from these
three days?
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Our norms for these 3 days
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Course objectives
By the end of this course, you will have:
learned the value of training and how it helpsindividuals and organisations
found out about learning styles of individuals and
various learning theories known how to design a training course
learned the main do's and don'ts of delivering asuccessful course
practiced preparing and delivering short
presentations on course received feedback and advice from the trainer and
peers
prepared an action plan for your continuedimprovement as a trainer
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Introduction
By the end of this session, you will:
have thought about what makes a good
training course have considered just what t rainingandlearningare
have got to know other participants on the
course have thought about ways to open a training
course
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What makes a good training
course?
Case Study 1
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What makes a good training
course?
Case Study 2
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The 'perfect' training course
Trainer
Participants
Environment
Programme
Resources
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So just what istraining?
1. What is learning?
2. What is teaching?
3. What is training?
4. What is facilitating?
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Mini Quiz
Can you match the descriptions with the definitions?
A Someone explaining how to assemble a rifle.
B Someone preparing a class of O Level children for their GCSEs.
C Someone preparing a group of athletes to run a marathon.D Someone encouraging workers to find ways to increase theiremployability.
E Someone giving prepared lessons to a group of univ students.
F Someone helping a student to prepare for a test.
Lecturer ----- Trainer ----- Instructor -----Tutor ----- Teacher ----- Facilitator -----
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A trainer's various hats
Can you think of one or two situations when
you may perform some other roles:
Motivator and inspirer
Mediator or referee
Mentor or coach
Quality controller
Chairperson Presenter
Counsellor
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The Learner
By the end of this session, you will:
have considered what makes a good learner
have considered what contributes to a good and a poorlearning experience
have identified different learning styles and sensory learning
preferences, and thought about how these can inform ourtraining
have looked at various learning theories
have seen the importance of establishing need in the mind ofthe learner
have developed an understanding on how to identify training
needs of your teams have looked at some caricatures of typical participants
have discussed the pros and cons of learning in groups
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The Active Learner, the Reluctant
Learner and the Passive Learner
Your attitude to learning:
People have different attitudes tolearning. Complete the questionnaire to
determine your own attitude to
learning.
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Learning experiences A goodlearning experience
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Learning experiences A poorlearning experience
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What contributes to a
poor learning experience?
Can you list some factors?
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How people learn?
Can you list the different ways people
learnfor example, by listening.
Consider all likely ways
The emphasis here is on quantity
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What makes a good learner?
Can you rank the strips into top ten
good learning habits?
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Establishing need in the
mind of the learner Shaheen:I stud ied Engl ish for s ix years in schoo l .
By the time I left school I still couldnt speak it. A fewyears later , when I fol lowed my husband who had
been sent to work in Karachi , I started to study
Engl ish again. Within a few mon ths I was becom ing
qu ite f luent. Sami:Since I started this jobI dont have time to go
to the mov ies. I spend al l my evenings at home
brushing up on my IT ski l ls .
Ather:I fell in the canal when I was walking homefrom school one day. I learned to swim in tenseconds.
These learners illustrate the point that motivation is acrucial factor in successful learning.
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How to do you identify the
training needs of your teams?
Four possible ways:
1. Look at your teams currentand the required
performancein future. This will give you agapin their current skills.
2. Identify the changesthat are occurring inyour market or industry or in your
organisation.
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How to do you identify the
training needs of your teams?
3. Another way could be involving your
people. Ask them what areas they might
like to have training in? This will give you a
skill audit.
4. Finally, another possibility: informed
guesswork. You can bet that particular
organisations and teams at certain times
need certain skills.
Now, prioritisethese
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Lets learn something
about learning
1. Classical learning theory (Pavlov-
Skinner et al)
2. Kolbs learning cycle
3. Blooms hierarchy of learning
4. Context-specific learning
5. Stages of learning6. Multiple Intelligences (Gardner)
7. Sensory learning preferences
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Task: 2-minute presentation
1. What does your chosen theory say
about learning?
2. How can we use learning from this
theory in our next training back at our
workplace?
(through a visually appealing chart?)
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The hard cases
Type 1. Why they do what they do?2. What to do with them?
The Silent one.A participant doesnt appear
to want to contribute.
The Griper. A participant often complains
about the tasks, facilities and other things.
The Know-all. A participant wants to display
his/her knowledge, dominating the session.
The Clash. Two or more participants clash
over personalities, abilities, facts, etc.
The Latecomer. A participant consistently
arrives late, returns late after breaks.
Difficult-to-understand. A participant is hard
to understand, maybe a non-English
speaker, a non-technical person on a
technical course.
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Handling groups
1. During a two-day workshop, would you ask
the participants to regroupseveral times?
2. If you regroup participants, do you do it
randomlyor carefully choosethe personnelof each group?
3. There is pressure to conform in groups
(groupthink). How can you counteract this
pressure?
4. How can you deal with conflict within
groups?
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Training Delivery
By the end of this session, you will:
have discussed the importance of objectives andpurpose
have shared different learning activities andtechniques
have practised giving demonstrations
have considered ways of reviewing what is being
learned have discussed ways of getting information across
have practised some techniques and activities
have drawn up a list of dos and donts for trainers
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Why are we doing this?
Learners will usually find an activity morerewarding if they know why they are doing it.
There are several reasons why this is so: they will be more motivated
they will be able to relate the activity moreclosely to their lives
they will be more focused
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Activities in the training room
1. What is the objective? (After this task, participants will beable to)
2. What might be the ultimate purpose (Why are they doingthis?)
3. How should the task be managed? In groups or individually?
4. Should it be learner focused (ideas coming primarily from thelearners themselves), or trainer focused?
5. How could feedback be given? How will the participantsknow whether they have done well or not?
6. How long would the task take?
7. How could the task be spiced up, made more interesting or
fun for the participants?8. How could the task be made more workplace-related, so that
the participants see it as relevant to them?
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Designing a short session
Design a short session on one of these
topics by considering 8 questions:
1. Courtesy towards customers
2. Trust among team members
3. Efficiency in processes4. Leadership readiness
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Training methods1
Method Pros Cons
Lectures/
presentations allows the trainer to conveyinformation quickly to a large group persuasive
Written exercises allows for individualised learning
adjustable to different levels
Group discussions involves everyone can explore new ideas flexible
Case studies realistic and work-related great for problem-solving
Role plays provides environment for practice allows for testing ideas
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Training methods2
Method Pros Cons
Games and
simulations
high level of involvement and
interest
memorable and fun
Questionnaires self-awareness
allows time for reflection
Project work with
presentation
useful for knowledge and skills
practice
effective for recall of knowledge
Videotapedsimulations with
playback
useful for self assessmentprovides medium for peer feedback
Brainstorming energisers and fun
great for stimulating ideas
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What we retain
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Demonstrations
A demonstration is useful when showing a group or aperson how to use new technology. A gooddemonstration should serve these purposes:
to show visually (and simply) how things work
to show cause and effect to explain a sequence of events needed to use the
equipment
to allay doubts or worries about using the
equipment to encourage the learner to use the equipment
to discover the learners needs
to show the capabilities of the equipment
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Giving instructions
Use:
clear voice
simple steps check understanding
call to action
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Energisers and refreshers
Most training courses include short
lively activities that refresh the
participants.
Often, the refreshers will involve
physical movement or animated
communication, which help to keepeveryone awake.
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Anecdotes, or stories
When we communicate on a human
level we like to talk about things that
happened to us, or stories we have
heard. An abstract concept can bemade more memorable by a real-life
example, a brief anecdote, which
touches the listener on a very personallevel.
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Does it make sense?
A persons sensory learning preference determines how he/shewill best receive information.
Visual:These learners like to take in information through theeyes. They like to see things written down, read books, look atpictures and diagrams and take notes.
Auditory:These learners like to get information through theirears. They like to listen to the trainer, repeat things in theirhead, and take part in discussions.
Kinaesthetic:These learners like to get information throughtheir hands, bodies or movement. They like to touch, movethings around and write things down.
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Presenting information
Mini Quiz
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Dos and donts of delivery
Divide the strips into dos and donts.
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The Trainer
By the end of this session, you will:
have looked at some different types of trainer
have learned some tips for giving positiveand negative feedback to learners
have discussed how to pick up on signs fromthe class
have looked at the principles of presenting have considered how to evaluate your own
courses
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What type of trainer are you?
The guru An expert. Has a deep knowledge ofher subject and loves to share it.
Showman A would-be actor. Loves to be onstage, to perform before the audience. Often jokesand tells stories. A great entertainer.
One of the boys(one of the girls)Communicateson a very friendly level with the participants. Perhapsmixes socially with them.
The quiet one Tends to keep a low profile,preferring the participants to do all the work. Likes to
stand back and let them get on with it. Disciplinarian Strict. Likes to push the participants
hard and exert strong control over the group.
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Good & bad points of trainer
Type of trainer Good points Bad pointsThe guruThe showmanOne of the boys
The quiet oneThe disciplinarian
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Trainer Feedback
Learners get feedback both from the
trainer and from their peers. This
feedback can take many forms.
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Feedback skills
Balanced Feedback Try to make positive comments. If you have to make negative
ones, then think of positive ones to ease the pain.
Feedback on things it is possible to change
Dont expect people to be superhuman. People have certainpersonal characteristics that are hard to change.
Ask questions
Rather than tell, ask people how they might improve.
Non-verbal feedback Remember that feedback doesnt have to be verbal. A smile, an
appreciative nod or applause can act as positive feedback.Other gestures or facial expressions can give importantfeedback.
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Giving negative feedback
Any phrases that do this effectively,
without much pain?
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Presentation skills
Clarity Credibility
Voice Visuals
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Picking up on signs from learner
How can we deal with this?
A Signs of inattentiveness
B Signs of confusion or non-
comprehension
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Evaluating your training
1. Self:via self-analysis, evaluation forms andfeedback from colleagues in the training team.Could you have done better? Are there areas forimprovement?
2. The course materials:do they need replacing,
revising, updating?3. The whole course:self, learners, observers
4. Individual parts of the course:self, learners,observers
5. The situation after the course:via a follow-upinquiry seeking to measure improved performanceor behaviour in the work situation. How effectivehas the transfer of learning been to the real world?The stage ceases only when the course is nolonger relevant.
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Environment and Resources
By the end of this session, you will:
have designed your ideal training room
have discussed training roomdynamics
have considered creating a safelearning environment
have discussed the pros and cons ofvarious training room resources andtips for using them
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My dream training room
Roomsize, shape, lighting, etc
Windows
Tables, chairs
Music
Walls
Refreshments Anything else? Heating or cooling?
H d t f
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How do you create a safe
learning environment?
Can you suggest some specific steps?
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Training Resources
Pros Tips
Cons
Whiteboard
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Training Resources
Pros Tips
Cons
Flip Chart
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Training Resources
Pros Tips
Cons
Overhead Projector
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Training Resources
Pros Tips
Cons
Computer Presentation
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Training Resources
Pros Tips
Cons
Videotaping with playback
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Training Resources
Pros Tips
Cons
Handouts
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Ten Training Tipsvideo
1. Tell me Why2. Start with a bang!
3. Divide it into 3
4. Take a flip tip
5. FL ICKyour transparencies
6. Use sound ideas
7. AMP lify your message
8. Perform - don't act9. Reflect/deflect challenges
10.Finish with a bang!
Good things
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Good things
about being a trainer
Can you think of five reasonstraining
is a great job?
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Your Personal Action Plan
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Thank You!
And now
Evaluations, certificates,and goodbye