Train the trainers
General considerations
R. NahonFor the benefit of business and people
2
Training Considerations
Teaching Methods
Teacher Teaching
Communication
Force Field Diagram
Room Seating Arrangements
Conclusions
1Training the
trainers
Colleges and Initiates
Yesterday : Knowledge Transmission
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A closed System
Today : Knowledge Management
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Company and Personnel
An open SystemAn open System
TRAINING PROGRAMTRAINING PROGRAM
RETURN OF EXPERIENCERETURN OF EXPERIENCE
KN
OW
LE
DG
EK
NO
WL
ED
GE
MA
NA
GE
ME
NT
MA
NA
GE
ME
NT
KN
OW
LE
DG
EK
NO
WL
ED
GE
MA
NA
GE
ME
NT
MA
NA
GE
ME
NT
Feedback
Attestation
ExecutionDE
FIN
ED
EF
INE
TH
E N
EE
DS
TH
E N
EE
DS
INNOVATIONINNOVATION
ExaminationEvaluation
Certification
Training Process Development
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Must be providedMust be provided
to each employeeto each employee
with appropriatewith appropriate
method and toolsmethod and tools
to improveto improve
their performancestheir performances
and to participate inand to participate in
the prevention of risks. the prevention of risks.
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Personnel Training
FormalFormal
ScheduledScheduled For everyoneFor everyone
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Personnel Training
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Training Program - STCW 95
Application to the Training Program
M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
The 5W-H of a Training Program
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1- The designated person will prepare a recommended action plan .2- The recommended action plan will be approved by the executive committee.3- The designated person will co-ordinate the implementation of the plan in collaboration with the personnel department.
Seafarers on board ships must be qualified under the STCW Convention 95
and hold an appropriate certificate endorsed by the Flag State
before February 2002.
Training Program : WHY?
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EXPECTED RESULT :All seafarers must be certified before February 2002.
M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
ACTION :
1- Check the content of the actual certificates.2- Identify who needs training to comply with the standard of competence required by the STCW 95.3- Identify who could upgrade the qualification of the concerned personnel : Marine college,Training centres or in house training.
Who is concerned ?Masters, Officers
SeamanApprentices seaman
Other personnel
Who could do the training ?
Training Program : WHO?
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M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
ACTION :
1- Ensure that the content of the training meets the standard of competence required by STCW 95.2- Plan in-house training if the means are available and the trainers qualified for the training they give.3- Ensure that the personnel in charge of the evaluation is qualified.4- Have appropriate certificates and training recognised by the Administration.
How to obtain therequired competencies ?
How to obtain the recognitionof the certificates ?
How to start?
Training Program : HOW?
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M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
ACTION :
1- Ensure that the material and/or equipment used for the training and the demonstration of competencies meet the requirements .2- Implement a quality assurance plan for training and qualification.3- Plan a periodical evaluation of the training programme by an independent organisation.4- Retain evidences of all training and certificates of the personnel.
What material, support and /orequipment will be needed
for the training?
What methods are required for demonstrating competencies ?
Training Program : WHAT?
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M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
ACTION :
1- Ensure that the personnel and the trainer will be available.2- Inform the personnel in due time3- Ensure that the personnel understand the reason for the training.4- Take appropriate dispositions and/or accommodations to conduct training in good conditions.
Where and when are we goingto do the training ?
When could we obtain the recognition of the certificates of
competencies ?
Training Program : WHERE & WHEN?
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M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
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Training Program - STCW 95
Application to the Certificationof the Training Program
EXPECTED RESULT :
Each Party shall ensure that all training & assessment of seafarers
for certification under the Convention is :
1- Structured in accordance with written program,
2- Conducted, monitored, evaluated & supported by
qualified persons.
Seafarers on board ships must be qualified under the STCW Convention 95
and hold an appropriate certificate endorsed by the Flag State
before February 2002.
Training Program Certification : WHY?
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M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
ACTION :
1- Ensure that the qualifications & experience of instructors,
supervisors & assessors are covered in the application of the
quality standard provisions of section A-I / 8 of the STCW Code
2- Ensure that such qualification & experience incorporate
appropriate training in instructional techniques.
Instructors, SupervisorsAssessors
inMaritime Academies
Training centresSimulator centres
In service training company.
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Training Program Certification : WHO & WHERE?
M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
ACTION :
1- Revise the pedagogical material & procedures in order to obtain the Administration's approval for the training courses & training program.2- Revise instructions & directives regarding the delivery of certificates during the transitional period.3- Obtain the approval of the Administration for the content of the training program.
Training courses Course material
SimulatorsExaminations
Competency assessmentCertification policy
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Training Program Certification : WHAT?
M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
ACTION :
1- Determine the date in which the new training program will take into account the requirements of STCW 19952- Determine the date from which awards certificates to deliver will meet with the requirements of STCW 19953- Provide the Administration with the information required as per rule I / 7 of the STCW Code.
By 1 August 1998Party should report to IMOa concise summary of the
courses, training programsexamination & assessmentsprovided for each certificate.
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Training Program Certification : WHEN?
M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
ACTION :
1- Clearly define the training policy & objectives.2- Define responsibilities & authority and implement the policy.3- Ensure that the personnel is qualified.4- Monitor the training program through a quality system.5- Plan independent evaluation of the system, and take appropriate correctives actions when needed.
Quality standards shall cover :administration of thecertification system,
all training courses & program,examinations & assessments,
qualifications & experienceof instructors & assessors.
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Training Program Certification : HOW?
M RMEANS RESULT
RESPONSABILITIES
WHO ?
WHERE ? WHEN ?
WHAT ? HOW ? WHY ?
TRAINING
PROGRAM
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You can give people a fishYou can give people a fishthey will eat for a daythey will eat for a day
Teaching Methods Basic Philosophy
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You can teach people to fishYou can teach people to fishthey will eat for a life timethey will eat for a life time
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Teaching Methods Basic Philosophy
Impact of Teaching Methods on Learning
Ships in Service Training Material WALTER DICK
Students Remember :
10 % of what they Read
However, to be an effective teacher we should not focus on any one method to the exclusion
or minimization of the others.
90 % of what they Say as they Do a thing
70 % of what they Say
50 % of what they Hear and See
30 % of what they See
20 % of what they Hear
Teaching and Learning through Pictures
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Teaching and Learning through Pictures
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Teaching and Learning through Pictures
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Teaching and Learning through Pictures
Ships in Service Training Material
Teaching and Learning through Pictures
Ships in Service Training Material
Teaching and Learning through Pictures
Ships in Service Training Material
Teaching and Learning through Pictures
Ships in Service Training Material
Teaching and Learning through Pictures
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Teaching and Learning through Pictures
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Teaching and Learning through Pictures
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A case where pictures do tell a story without a single word
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What can we learn
from that unbelievable
experience ?
Teaching and Learning through Pictures
Evaluation of the SeminarSeminar : Accident Prevention
June 14th 2005
Please score from O to 100 : Zero2 : Very weak4: Weak6 : Good8 : Very good10 : Excellent Clarity of
explanationMethodology &training tools
Courseobjective
achievements
Use ofcourse inyour work
DocumentationCourse
organisation
10
O
6
4
2
8
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PEDAGOGICAL APPROACH
TEACHER
STUDENTS
SKILLS MOTIVATION
Teaching Classical Framework
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STUDENTS
PEDAGOGICAL APPROACH
TEACHER
SKILLS MOTIVATION
SKILLS MOTIVATION
Teaching New Framework
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PARTICIPANTS ( Internal Seminar )
PEDAGOGICAL APPROACH
TEACHER
SKILLS MOTIVATION
SKILLS MOTIVATION
Teaching New Framework
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PARTICIPANTS ( External Seminar )
PEDAGOGICAL APPROACH
TEACHER
SKILLS MOTIVATION
SKILLS MOTIVATION
Teaching New Framework
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PedagogyApproach
Objectivist
Teacher Role
Facilitating the transfer of knowledge to the student
via presentation and
explanation
Student Role
PassiveIndependent of others,
each student is responsiblefor learning informationcontained in the body of
objective knowledge
Constructivist
Facilitating the transfer of knowledge to the student
via creating a learning environment conduciveto active and interactive
participation in thelearning process
ActiveDiscovering, constructing,practicing and validating
acquired knowledgevia active explorationand Interactive social
collaboration with others
Teaching and Learning Theories
Ships in Service Training Material N. CRUMPACKER
Teacher Skills
Ships in Service Training Material J.O’DONOGHUE
- Emphasis need to be placed on identifying effective teacher competencies along with the training needed to support organization development
- Identifying the amount and type of support or assistance teachers need
- Identifying resources required for various distance teaching approaches and course development, is important
Teacher Motivations & Obstacles
Ships in Service Training Material K.ROCKWELL
- Providing innovative instruction- Applying new teaching techniques- Self-gratification- Fulfilling a personal desire to teach- Recognition of his work- Peer recognition
Motivations
- Time requirement- Time taken from other activities- Training requirements- Developing effective skills- Assistance or support needs
Obstacles
IsolatedLow Morale
No AchievementRecharging Battery
IndifferenceBoredom
High Challenge
Low Challenge
High Support Low Support
Cognitive Psychology : Motivations
Ships in Service Training Material J.O’DONOGHUE
Achievement
Cognitive Psychology : Motivations
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What is a
good teacher ?
What is a
bad teacher ?
What is a
good student ?
What is a
bad student ?
How effective am I as a teacher ?
Motivations : A trilogy
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Issue
Teacher Student
Strengths &Weaknesses
Strengths &Weaknesses
Strengths &Weaknesses
Cognitive Psychology : Motivations
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Knowledge
Academic
Social
Emotional
Skills Attitude
5 Rules for Training Success
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1 - Develop a clear vision of the assignment and the objective of the training
2 - Link the vision closely as possible to the strategic objectives of the company
4 - Obtain a formal commitment of the operational staff
3 - Stress the practical aspects and issues of the training program
5 - Measure the results in terms of company performances improvement
Nu
mb
er o
f cl
aim
sN
um
ber
of
clai
ms
Reason for the claimReason for the claim
Biennial guaranteed
Walls Infiltration
Roof Infiltration
Others
Reserve
Paint
Foundation
7 89
7 - Water in cellar
8 - External canalization
9 - External protection
Performances Improvement
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Barriers to CommunicationVerbal Barriers
A teacher who :
- Mumbles to a paper board
- Swallows words
- Speaks in monotone manner
- Says unexplained specialist terms and
abuse of Acronyms
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The Triangle of Pascal is an useful tool in statistic
But … in communication ?
Barriers to CommunicationVerbal Barriers
A teacher who :
- Mumbles to a paper board
- Swallows words
- Speaks in monotone manner
- Says unexplained specialist terms and
abuse of Acronyms
- Does not repeat points
- Speak too quickly
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Is less effective
Higher Grade orAlcoholic Anonymous
Top Grade orAlcoholic Anonymous of America
American Association of AdvertisingAgencies orAssociation des AstronomesAmateurs d’ Auvergne
First Grade A orAlcoholicA
AA
A AA
A AA A
AA …….
Acronyms Abuse
Association Amicale des Anciens d’Air Alpes
People with university degree may have a
vocabulary of20,000 to 30,000 words
Less educated peoplehave only a vocabulary
of 6,000 words
Some students haveEnglish language as
their second language
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Barriers to CommunicationVerbal Barriers
Barriers to CommunicationVerbal Barriers
The teacher shall adjusts
for such difficulties:
- Larger font sizes on screen
- Larger font size on handouts
- Projecting more the voice
- Speaking more slowly and in
staccato-fashion
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Barriers to CommunicationNon-Verbal Barriers
- A teacher needs to have the right physical appearance. But, today a more informal style is well accepted.
- Poor eye contact shows a lack of interest
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- Sleepiness at the first session after lunch
- Late class & Non Happy hour after 5 PM
- The concentration from some on Friday afternoon
Fatigue
0000220020001800 0800060004000200160014001200 10001000
2000
1000
3000
4000
5000
6000
Num
ber
of e
rror
s of
rea
din
g
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How to Improve Verbal Communication
- Grammatically simple presentation
- Appropriate language
- Avoid padding language
- Brevity, appeal and coverage
- Main points early unless building up
- Use analogy and metaphor
- Repeat
- Keep fluent
- Emphasize and pause
- Use visual aid, but only if they are readable
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A tool &
an experie
nce
with te
achers
Forces Field DiagramForces Field Diagram
A visualisation ofA visualisation ofthe restraining forcesthe restraining forces
versus the driving forces versus the driving forces when facing a problem. when facing a problem.
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??
Forces Field Diagram Principles
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AC
TU
AL
SIT
UA
TIO
NA
CT
UA
L S
ITU
AT
ION
ROAD / HIGHWAYROAD / HIGHWAY
RE
ST
RA
ININ
G F
OR
CE
SR
ES
TR
AIN
ING
FO
RC
ES
PR
OB
LE
MS
PR
OB
LE
MS
DR
IVIN
G F
OR
CE
S
SO
LU
TIO
NS
SO
LU
TIO
NS
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Forces Field Diagram Principles
MOTORS (ACTIONS)MOTORS (ACTIONS) BREAKS (CAUSES)BREAKS (CAUSES)
N° 2 N° 2 3 Points3 Points
N° 1 N° 1 6 Points6 Points
N° 5 1 PointN° 5 1 Point
N° 4N° 4 2 Points 2 Points
N° 3N° 3 3 Points 3 Points
AA
6 + 1 =6 + 1 =7 points7 points Im
pac
t o
nIm
pac
t o
n
DD
1 + 3 =1 + 3 =4 Points4 Points
Imp
act
on
Imp
act
on
Lack of availability of the teachers
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Priorities for actionPriorities for actionPriorities for actionPriorities for action
A1A1
77
A4A4
33
A2A2
44
A3A3
44
CausesCausesCausesCausesC2C2
C1C1
C5C5
C4C4
C3C3
33
66
11
22
33
Lack of availability of the teachers
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Lack of time
Lack of motivation
Work recognition
Diminution of
the enthusiasm
Too many solicitations
Objectives of the N.E
Too many courses
Create a school project
( like an enterprise )
Grouped courses
Modify
pedagogical method
Learn how to
communicate
Priorities for action Causes
Lack of availability of the teachers
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-1 -2 -3 -4+7 +6 +5 +4 +3 +2 +1
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Room Seating Arrangements
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The room seating arrangement isa contributing factor to communication
Classroom (1)
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This arrangement inhibitsconversation between trainees.
It only suits the cognitive domainof teaching for individual feedbackas in a test.
Classroom (1)
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This arrangement provides medium group involvement.
The interaction is between the trainer and the entire group, or the trainer and an individual within the group. Variations of this arrangement would be the perpendicular, the chevron and the herringbone.
Classroom (2)
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Classroom (2)
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Rows
This arrangement facilitatesinformal trainer movement
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Semi-circle or Horse Shoe
This arrangement provides best view of the trainer andall the trainees.
It encourages individual participation.
Abandoning the chair, beyond the deskthe trainer are in a process of “ We are all learning together ”
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This arrangement is a very effective method of involving participants.
It works well with audiovisual aids and physical activities, such as role plays.
The trainer has the option to sit or standto provide demonstrations.
In addition, the trainer has easy accessto individuals and is able to see all participants.
U - Shape
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Semi-circle or Horse Shoe & U-Shape
This arrangement is designed for group interaction among participants and the trainer.
There is not a designated"head table" for the trainer.
Hollow Square
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This arrangement has tables set in long rows perpendicular to the trainer's table.
It requires more space for the participants because they will need to turn their chairs slightly to see the trainer.
Perpendicular
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This arrangement allows discussion among small groups of participants during or immediately after a larger group activity.
Chevron or V-Shape
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This arrangement provides a podium and/or training table setup withindividual seats angled for maximum viewing by participants.
Herringbone
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Syndicates Fashion or Ilots
This arrangement allows traineeswith similar projects to work together.
Trainees with similar levels ofmotivation can work together evenwhere their projects are different.
The trainer has easy accessto working teams and is ableto see all participants.
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Syndicates Fashion or Islands
Ships in Service Training Material A-M CHAUVEL
Syndicates Fashion or Islands
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Committee Table
This arrangement emphasisthe group over individuals bybringing all people together.
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Committee Table
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This arrangement is designed for small groups of 10-12 participants.
It works well with group interaction of all participants.
Board of Directors
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Board of Directors
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This arrangement providesa podium and/or training tablesetup with individual seatsarranged for large group participation.
Theatre
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Theatre
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To conclude this part
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