Transcript
1
Effective Training
Techniques
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What is training Techniques?
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Brainstorming Group Work Demonstration Role Play Case Study Lecture Study Tour Story Telling
Training Techniques
Source: Action for Research and Development (ARD)
4Brain Storming
Measurement Understanding
Colle
ction
, Eng
age
parti
cipan
ts
Not reject the idea
5Group Work
Speak out more For shy participants
Fully participation Helping each other
Confi
dent
to sp
eak
Shar
ing
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Five StagesPerhaps the most widely-used theory of group process was described by BW Tuckman. He described groups as typically going through four stages:
forming
storming
norming
performing
Later, Tuckman added a fifth stage, signifying the importance of the way groups are ended: adjourning.
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When people come together for the first time, they may be excited, wary, hopeful, shy, curious, anxious, and so on. In the training context, the trainer usually tries to put participants at ease by:
–giving them a chance to get to know one another (through icebreaker activities);
–letting them know what they can expect of the course (aims, objectives and the course schedule); and
–clarifying how they are expected to work together during the course (ground rules).
Forming forming
storming
norming
Performing
adjourning.
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During this stage, some participants may be a bit shy and may be reluctant to put forward their points of view, or even to call attention to themselves, in case they 'get it wrong' and are criticized by the tutor or other group members.
Having frequent coffee breaks helps to facilitate the forming stage, giving participants more informal opportunities to explore what they have in common with each other.
During the forming stage, people may get together into smaller subgroups. The trainer may be able to facilitate or manipulate this, if appropriate.
forming
storming
norming
Performing
adjourning.
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As participants get to know the tutor and each other and the tutor, and start to explore the course material, some of them may find that they disagree as well as agree about various things, including how they would like to work within the course.
As they feel more confident and bolder, they may argue for their point of view, and may challenge the trainer or try to attract their attention. They may even challenge one or more of the ground rules set by the trainer or group.
At this stage, people often take a particular role within a group (we will look at group roles later in this module). This role is likely to be similar to roles they have taken in other group situations (such as family, school or workplace).
forming
storming
norming
Performing
adjourning.
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Norming
Once participants have explored their roles, their points of view, and perhaps their own different aims within the course, they generally come to a consensus of how they will work together towards common goals.
forming
storming
norming
Performing
adjourning.
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forming
storming
norming
Performing
adjourning.
Once they have agreed on their negotiated ground rules and their goals, and become more familiar and comfortable with other group members, they can focus on the learning activities, rather than on the group itself.
Performing
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forming
storming
norming
Performing
adjourning
Adjourning
A training course group eventually comes to an end. At the end of a course, it is useful to summaries or review the main learning points, so that participants leave with a sense that their time has been well spent. It is also helpful to assess what they have learned, as individuals, so that they feel their achievements have been recognized.
•A course ending also marks the transition to the next people need to be clear about what comes next.
It can help to let them know about opportunities they may have to get together in the future (eg at workers' meetings and/or at social events, if your bureau has them).
You can also give them some free time during the last session to exchange contact information, if they wish to do so. You may also want to have a party or
13Student Demonstration
Interested and easy to get knowledge
Demonstrate function of copier
14Role Play
Use their imagination, knowledge, experiences
Identify greatest strength and weakness
by feedback
Get experiences while facing real situation
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Case Study
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Lecture
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Story Telling
18Study Tours
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EFFECTIVENESS OF DIFFERENT METHODS
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Trainer pay attention !
TRAINER PAY ATTENTION ! Name and faces Icebreakers Enthusiasm Nerves Behaviors Light house Techniques Discussion Going
All remains 21
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When faced with a room full of new trainees you will need to remember their names
Listen to name Spell it in your head Repeat name as often as possible during training event
NAMES AND FACES
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Professional trainers always start with an Icebreaker or Inclusion Activity
WHY?
When trainees arrive in a training room they are usually a loose mix of individuals with different mind sets
At the beginning of a course, trainees are usually not thinking about the trainer or the course content but about their neighbor, coffee time for phoning/messages, the
ICEBREAKERS
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If you’re not enthusiastic about your subject, how
can you expect the trainees to be!! Consciously use your eyes and eyebrows to
communicate enthusiasm Always keep a energy in your voice Fight boredom of repetitive sessions by introducing
new stories, examples, etc, or by changing lesson structure
ENTHUSIASMYOU GOTTA BELIEVE!
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NERVES
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Sweep the audience with your eyes, staying only 2-3 seconds on each person - unless in dialogue.
LIGHTHOUSE TECHNIQUE
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DISCUSSION GOING
Building
Boosting
Blocking
Bantering
Build on lacking answers by adding own comments and asking for agreement or disagreement
Support shy participants’ contributions, boost their confidence and ask for extra comment
Interrupt dominant/talkative/aggressive participants by asking what others think
Establish non-threatening atmosphere by engaging in friendly repartee with outgoing participants
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What Skill Trainer should have ?
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Skill Trainer
Trainer
Communication Skill
Listening Skill
Questioning Skill
Presentation Skill
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Presentation Skill
AimWho you
speak to ?
Main PointsTitle
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Summarize Confirmation
Rephrase
Paraphrase
Listening Express Feeling
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General
Re-direct
Direct
Questioning
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Words Mind
ActionsEyes
Communication
SorryThank u
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Greatest Motivational Principle:
People Do what People See
Step 1: I do it.
Step 2: I do it and you’re with me.
Step 3: You do it and I’m with you.
Step 4: You do it.
Step 5: You do it and someone is with you.
Source: John C. Maxwell
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Thankfully!
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