TRAINING SESSION EFFECTIVE LISTENING TRAINER ASSESSMENT I102 User Support Week Four – Lab
Dec 15, 2015
Classroom Communication Good classroom communication
requires the trainer be a good presenter, but also it is vital that the trainer is also a good listener
Listening
When someone communicates a message to another person, the message usually contains two elements: content and feeling
Both elements are important because both give the message meaning
Listening is an active skill which requires effort and practice
Listening is..
Important because without a listener, talking is not
communication Difficult
because most of us want to talk and express our own ideas, rather than listening to the ideas of others
Neglected because many of us consider listening a
pensive (thoughtful) rather than an active communication skill
The Active Listener:
Defers judgement Actively takes responsibility for picking
up both the content and the feeling of what the speaker's saying
Encourages the speaker to discover his/her own solution by helping to clarify the issues related to the problem (if there is one)
Paraphrasing
Paraphrasing consists of restating in your own words what the other person's statements mean to you
Use of this technique provides the speaker with an indication of how you interpret what s/he is saying
Paraphrasing Steps
1. Focus your attention on the other person and really listen to what is said and how it is said.
2. Ask yourself what this means to you.
3. Restate the ideas expressed by the other person in your own words, using such phrases as "It seems to me that you are saying ..." (these phrases avoid any indication of approval or disapproval).
4. Wait for and listen to the other person's response to your paraphrase.
5. Repeat the paraphrasing process until you both agree that you are saying the same thing.
Paraphrasing phrases
I'm not sure if I'm with you, but…. As I hear it, you….. It appears you…. This is what I think I hear you saying… In your experience…. It seems to you….. From your point of view…..
Reflective Listening
This is a more sophisticated version of restating
The interviewer reflects back the feelings and attitudes that are being expressed, rather than words themselves
Particularly effective in acquiring information on a sensitive area
Reflective Listening Phrases You're feeling…. I'm picking up that you …. What I hear you saying…. You think ........... , you believe..............
is that the way you feel? I'm not certain I understand; you're
feeling……… Do you feel a little…… I get the impression that…….
Assessment
Assessment is used to:Grade student performanceEnable student progressionGuide improvementHelp identify student problemsProvide Trainer feedbackMotivateProvide statisticsEnable a student to gain a qualification
Assessment
Assessments should be:
• Valid
• Reliable
• Transparent
• Fair
• Equitable
• Timely
• Demanding
• Efficient
Types of Assessment
ExamsUsually a formal written test used to explain concepts
Pros:
• Easy to mark
• Easy to facilitate
• Fair
• Good feedback
Cons:
• Limited retention
• Boring to mark
• Unsuitable for some learning styles
• No practical content
Types of Assessment
AssignmentsUsually a formal research report or set research task
Pros:
• Self directed
• Develop individual skills
Cons:
• Difficult to police
• Time consuming
• Criteria
• Difficult to give valid feedback
Types of Assessment
Compulsory tasksUsually a set of tasks that must be completed within a set time
Pros:
• Self directed
• Develop individual skills
• Lack of pressure
• Give timely feedback
Cons:
• Self directed
• Reliant on attendance
• Difficult to monitor
Types of Assessment
Practical testsUsually practical tasks that must be completed in a set time
Pros:
• Timely feedback
• Lack of pressure
Cons:
• Time consuming
• Reliant on resources
• Pressure
Types of Assessment
Presentations A demonstration or speech related to a specific topic
Pros:
• Easy to assess
• Able to be collaborative
• Develop communication skills
Cons:
• Pressure
• Time consuming
• Cant be anonymous
Exercise – Learning Outcomes In small groups, and using the information
from the handout, write at least five learning outcomes to teach two of the following suggested training topics: Mixing concrete Making a clay coil pot Changing the wheel on a car Getting money out of a cash flow machine Using a street map Learning simple greetings Preparing sushi Replacing a window pane Installing a network card Tying a knot Making Irish Coffee