9 11 December 2012
Training of Trainers
Delegates: Please briefly introduce yourself with your:NameCurrent jobBrief professional backgroundWhat is the strangest thing you have ever eaten?
Our Programme:The HITT Approach to LearningTrainer Professional DevelopmentTraining Resources & SupportHITT Learning Methods and Tools
Why is this course important to you?Professionally:Skills and competence as trainersIncrease technical knowledge
HITTA brief introduction
HITT GlobalHITT aims to improve access to quality jobs in the tourism and hospitality sector for underprivileged people in seven developing countries in Sub-Saharan Africa (Benin, Ghana, Mali, Mozambique)Asia (Cambodia, Nepal & Vietnam).
HITT offers an integrated, market driven training approach in close co-operation with leading industry partners. 80% funded by the European Commission20% co-funded and implemented by SNV Netherlands Development Organisation and its national partners in each of the participating countries.
HITT NepalThe HITT Nepal target is to train 1,000 people from informal and potential workers with an emphasis on unemployed and underemployed and on youth and women.
We will be training across the following occupations:Homestay operatorsMountain LeadersWaitersCooksHousekeepersFast Food restaurants
The HITT Approach to LearningThe principles and practices of our Approach
Characteristics of a good TrainerWho was the best trainer you every had, and why?
Was it the person or the materials?What makes good training materials?
*HITT Training ApproachThe HITT Approach enabling environment and elements
HITT Learning ApproachThe following core elements are the foundation for any HITT learning interventions:
AndragogyAcknowledge Prior LearningActive LearningIntegrated LearningCreating Motivation for Learning (ARCS)
Andragogy: teaching adultsHITT learners are adults with existing life skills and knowledge that form a foundation for the training
How to achieve this: Trainers must:
Clearly explain why the learning is important to the learners at the beginning of trainingFind out what they know and build on itEmphasise practical more than theory trainingUse a wide range of learning activities
Acknowledge Prior LearningHITT targeted beneficiaries will possess existing knowledge, beliefs, attitudes and a range of skills and experience
These can help or hinder training make them HELP!
Use the existing skills and experience that your learners possess
Integrated LearningTeaching and learning different content at same time: Ideas from the floor?
MotivationCreating motivation for learning using the ARCS principles: AttentionRelevance linkConfidence Satisfaction
Practice: how can you get attention from learners at the beginning of a lesson?
HITT Trainers:Ongoing Professional Development
HITT Trainers.Love Active Learning!Are punctual and keep good timeAre well prepared, with well equipped training kitsEncourage all delegates to participate in trainingAre kind and patient, especially with skills trainingAre energetic and believe that training is a form of entertainmentNotice when delegates energy is lowKeep eye contact with delegatesLearn all delegates names quickly, and use these names (using name cards)Provide rewards for excellent participation
HITT Trainers.Think on their feet:Adapt to the training environmentUse what you have at handUnderstand the training environment and change the content of the training if needed: e.g. ingredients, dishes, types of materials, etc.
How to keep up to date:
How to keep up to date:IdeasDevelop and maintain industry networks:Join and become active members of industry associations both attend and host meetingsREBAN, HAN, Fast-Fanhttp://www.rebanpokhara.com
Make friends with industry suppliers they can demonstrate new products to students
How to keep up to date:IdeasRead industry publications: Food and Wine Magazine Nepalhttp://www.fnw.com.np
Other ideas to keep currentSurf the NetTravel!?Eat outDo free on-line courses (OTT)Watch TV (MasterChef, Jamie Oliver, etc)Attend industry delivered courses
Training Preparation, Resources and SkillsTips and codes for delivering excellent training
*Trainer kitsMaterials and resources to enhance your training.
Paper-basedEquipment-based resourcesSamples and examples
Resources are indicated in your facilitator guide
Your Training RoomHow will you make your training venue a good learning space?
Educational materials Resources
Venue Set-upDelegate space:Seat in small groups, at tables if possible this helps with group workOr U-shaped for access
Trainer space:Table for your kit and materialsSpace for your flip file clearly seen by everyoneChairWater
Training Pre-prepCheck your kit that everything is thereReplace items you have usedReview the content of the lessonRead the tips Check the arrangements: dates, location, venueCheck the paperwork attendance registers
Mobile Training PreparationArrival at location what should you do?
Check your venue for correct seating, facilities, etc.Check practical training facilities and equipmentImprovise if facilities are lacking:Revise recipes, revise methods or toolsSet up training kitPrepare for demonstrationsPrepare for activities
Tip: Think on your feet: you know what to deliver, maybe you will have to make a few changes to how you do it in a particular place!
HITT Training skillsUsing training resources: Make sure these are ready and accessible on a table, tray, etc. before they are needed
Prepare in advance for demonstrationsEquipmentResources
Prepare in advance for complex activities:TastingsIdentification tests
HITT Training skills*
Industry ResourcesPostersTent cardsMenusWebsites AdvertisementsCatalogues
Presentation SkillsFace your students as much as possibleMove around the room do not hide behind a desk or stand like a statue in the frontKeep your own energy up keep moving!Entertain your delegates keep them interestedUse humour and energy to keep delegates focusedDont read unless it is in an activityStand straight and be confidentProject your voice delegates must hear youCirculate during group activities to help and guide groupsHave fun!
IcebreakersWhat is an icebreaker?When do you use one?Elements of icebreakers?
Small Group Activity:Groups of 3: each come up with an icebreaker they have used that works in Nepal. Demonstrate it.
EnergisersTimes when energy levels fall and peoples attention wanders:at the end of the morning, just after lunchtowards the end of the day. If energy levels in the room are low wake your delegates up!
What ideas work in Nepal?
Quiet or Shy DelegatesHITT trainers ensure everyone participates!
How?Ask them direct questionsIf someone is dominating them, move people around in the roomPut quiet people in one group together so that they will have to communicate with each other and provide feedbackHave a word with them at break to see if they are keeping up and are OK
Gender SensitivityWomen may not speak up how to encourage them to participate?
Ideas from the floor?
Using GamesWe all like to play!QuizzesCompetitionsMatching cardsOther
Remembering NamesImportant to use delegate names!
Simplest way: name cardsLink a description with same starting sound to the name :Lucky LisaBrave BibekCreative KrishnerGentle Jon
Using Prizes and RewardsWhat are prizes and rewards?
Why and what for?
What can you use?
Methods to Divide GroupsIdeas from the floor?
CountingStickersPlaying cardsTheme cards
High Impact Training MethodsIdeas for delivering High Impact Training
Very useful teaching tool!Check if students understand what they have learnedProvides an opportunity to correct and guide studentsUse posters as classroom dcor and learning materialsProvides fun and competitionProvide simple A0 paper and wax crayonsHow to judge best?
In groups of 4, Discuss and agree the criteria for a good posterDesign and draw a poster to show these criteria
Present the poster
The best poster will win a prize!
Activity: Poster Making*
Criteria:BoldColourfulSimpleEasy to read from farEye-catchingAccurate information
What:Means for students to research information or present information that they have learned in a creative way
How:Provide simple A0 paper and wax crayonsEach student has one vote to vote for the poster they think is best but may not vote for their ownPoster with most votes wins a reward/prize
When:To check if students understand what they have learnedProvides an opportunity to correct and guide studentsUse posters as classroom dcor and learning materialsProvides fun and competition