Project_Train of Trainer_BSP Downstream

7/30/2019 Project_Train of Trainer_BSP Downstream

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Presented by Geri W. Karim

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Train of Traineran extraneous journey to be a professional trainer

06:41:Presented by Geri W. Karim


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Training is heldby HRDepartment PT.BSP, TbkDownstream

Kuala Tanjung, 3-4 December ,2012

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Curriculum Vitae

Personal DescriptionGeri W. Karim, S.PsiMedan, October 18tBachelor and MasteNorth Sumatera Uni

Training Officer in BDownstreamOutstanding LectureNommensenExp. as Trainer-Leadership Training2000)-

TOT (Al-Qalb, 2006)-Health Behavior ConMalik Hospital, 2007-Be an Entrepreneur (Psychology USU, 20-Total Quality Manag(Coffindo, 2008)-Recruitment Pros (LP3i Medan, 2010)-

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06:41:


The Trainer

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5/9806:41:06 AMPresented by Geri W. Karim

Train of Trainerat a glance

TRAIN OF TRAINER (TOT) ARE DESIGNED:

to introduce new and experienced trainers to fresh methods for creand managing effective training programs that truly engage their le

for a candidate or trainer who would be a professional trainer

for standardize method, tools, and goals of training for trainee basepolicy of company

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TRAINING???

What is in your mind???

Is it work in delivery message???

Is it only a ceremonial part for qualification trainee???



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TRAINER???

What is in your mind???

Hows important trainer in a training session???

What is the importance of personality of the trainer???



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RESEARCH FOUND:

Training program has been successfully impact on productivity

Ability of instructor has been related for succession of training program

Training content has been related for succession of training program

Training method has been related for succession of training program

Training is proven could enhance trainee competencies based on renot by observation or interview

Reseach was held by Rony Salinding in M06:41:06 AMPresented by Geri W. Karim


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Introduction to Training

WHAT IS TRAINING?

Trainingrefersto a planned effort by a company to facilitate emlearning of job-related competencies

Training is the systematic development of the knowledge, skills anattitudes required by an individual to perform adequately a given ta

job Thegoal of trainingis :

master the knowledge, skill, and behaviors emphasized in training programs,

apply them to their day-to-day activities

qualification requirement for running operational



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ILLUSTRATION

Boston Pizza International, IBM illustrate how training can contribcompanies competitiveness

Competitiveness refers to a companys ability to maintain and gmarket share in an industry

Although they are in different types of businesses, they each have tpractices that have helped them gain a competitive advantage in thmarkets



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Issues affecting companies and influencing training practices: customer service

employee retention and growth

quality assurance

more productivity

The training practices have helped Boston Pizza International:

grow the business, and

improve customer service, by

providing employees with the knowledge, skills and attitude they need to be s



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LEVERAGE OF TRAINING

Linked to strategic goals and objectives

Uses an instructional design process to ensure that training is effec

Compares or benchmarks the companys training programs againstprograms in other companies

Creates working conditions that encourage continuous learning



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LEVERAGE OF TRAINING

Continuous Learning requires employees to understand the entisystem including the relationships among:

their jobs

their work units

the entire company



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Employees areexpected to:

acquire newskills andknowledge

apply them onthe job

share thisinformation withother employees

Managers takean active role:

in identifyingtraining needs

helping toensure thatemployees usetraining in theirwork



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TRAININD AND DEVELOPMENT

Training basically is prepared for CURRENT competencies

If you want to improve your employee competencies in the next lev(future), you need to DEVELOP your employee

So, according to you... What is DEVELOPMENT???



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TRAINING

DEVELOPMENT FUTURE

CURRENTLY

CurrentTask/Job

Urgent

Current and

UpcomingTask/Job

Long TermPeriod



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TRAINING VERSUS LEARNING

beforeWhat is competency???

competency define as people based characteristic and implicatjob effectiveness

recognized as significant predictors of employee performanc

success, equally as important as an individuals academic aptitude anknowledge content as indicated by tests scores or results

the capability of applying or using knowledge, skills, abilitiesbehaviors, and personal characteristics to successfully perform critictasks, specific functions, or operate in a given role or position



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Skill

Knowledge

IntegrityCOMPETEN

CY

a concept of consistency ofactions, values, methods,

measures, principles,expectations, and outcomes

refer to the theorepractical understansubject. It must be

true, and belie

learned capacity to caout pre-determined res

often with the minimuoutlay of time, energy

both.



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Training usually designed for sharpening skill

Education is designed for built knowledge

However, the foundation of training is EDUCATION

Both, education and training will be promoted only by learning

Thus we need to know much about learning process and how it wo



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As instructor we are expected to be not only highly competent our areas but also have sound knowledge concerning how student learn

This reflects a shift away from the traditional role of the teacher asprimarily a provider of subject knowledge to afacilitatorof learnin



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LEARNING PROCESS

Learning is acquiring new, or modifying existing, knowledge, behaskills, values, or preferences and may involve synthesizing differenof information

Learning is not compulsory; it is contextual. It does not happen all but builds upon and is shaped by what we already know.

To that end, learning may be viewed as a process, rather than a colof factual and procedural knowledge.



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LEARNING PROCESS

Learning theories are conceptual frameworks that describe howinformation is absorbed, processed, and retained during learning

Learning brings together cognitive, emotional, and environmentalinfluences and experiences for acquiring, enhancing, or making chone's knowledge, skills, values, and world views

Learning process involves all human senses

The more human senses are involve, the more it retain in human m



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LEARNING PROCESS

This proinvolve

human se



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LEARNING PROCESS

Visual: seeingpictures, word,

diagramAuditory: listening

explanation

Kinesthetic: smelling,tasting and doing



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Auditory: The students get everything from listening have difficulty reading gestures and body language ofollowing written directions.

Visual: The students get everything from reading notguides, or watching a multimedia presentation, may trouble following lectures or spoken directions and m

misinterpret words. Kinesthetic (Tactile): The students get everything fro

doing an exercise or doing it through trial-and-error inreal world situation

A variety of teaching strategies that appeal to audito

visual, tactile and participatory learning are preferred06:41:07 AMPresented by Geri W. Karim


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LEARNING PROCESS Now we try to demonstrate:

Memorize this statement:

EQ adalah kemampuan

menggabungkan secara sadaPikiran, Perasaan dan Tindakauntuk bersahabat dengan dir

sendiri dan orang lain



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LEARNING PROCESS



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LEARNING PROCESS The greater the combination of our senses that are stimulated in lea

the more successful the learning is likely to be

It is for this reason that an active approach to learning is advocatedneed to engage students in thinking, questioning and doing real woactivities is central to promoting effective learning

10% of what we read

20% of what we hear

30% of what we see

40% of what we see andhear 50% of what we discuss

70% of what we experience

90% OF WHAT WE TEACH



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LEARNING PROCESS Bear in mind, learning is a continuous process, sometimes it doesnprogress at the same time

You need to know about the plateau of learning by looking this pic



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LEARNING PROCESS Dont abuse the attention span



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LEARNING PROCESS How much chunk of your memories???

It is narrow, just a little a bit

It is useful to think of our memory systems as possessing two intercomponents:

1. A short-term memory system (STM), which can only cope wapproximately seven bits of information at one go.

2. A long term memory system (LTM), which has almost an infcapacity for storing information



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LEARNING PROCESS The effective transfer of information from STM to LTM is crucial

acquisition of knowledge.

In order to achieve this transfer, it is essential that

the information makes sense to the learner (is meaningful);

is in manageable chunks (around seven bits);

is organized; and

is sufficiently rehearsed (repeated a number of times until easily recalled).



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LEARNING PROCESS Forget, how it works???

60% of factual information will be lost within 48 hours if there is nsubsequent rehearsal or review of what was learned

The more information is reviewed in the first day or so after it is l

the more likely is the chance of it becoming established in long termemory

But fortunately,skills and understandingare much more resistanforgetting



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LEARNING PROCESS It is impor

ensure thaincominginformatiomust be c

and studeunderstanabout theinformatio

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CHARACTERISTIC OF ADULT LEARNERS Adults have years of experience and a wealth of

information

Adults are able to relate new facts to experience

Adults enjoy using their talents and information

Adults need frequent summarization to increase reteand recall.

Adults have immediate needs they are concerned wusing knowledge now / impatient with long discourseconcepts



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CHARACTERISTIC OF ADULT LEARNERS Adults tend to focus on how to apply concepts to prac

and relevant situations

Adults have a deep need to be self directing and invoThey require a democratic, participatory, and collaboenvironment where learners decide content grouped interest/need.

Adult learners need learning situations that tell, shoand let the learner apply what is being taught

Adult Students are Adults!



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METHODS FOR ADDRESSING ADULT LEARNING NEEDS:


Adults have a need to know. Explain to learners why they are learning something.Tell them how it affects them.

Adults need to be seen as self-directed. Engage learners in a process of mutual inquiry and athings for themselves.

Avoid information dumping or spoon-feeding.

Adults have a repository of lifetime experiences andinformation.

Draw on learners experiences in training.Recognize that learners may come to the training wit

opinions about the topic.Adults use a hands-on, problem-solving approach. Incorporate task-oriented activities and exercises.

Avoid straight presentation or rote memorization.

Adults want to apply new knowledge and skillsimmediately.

Time training delivery carefully training should be dthe knowledge or skills will be needed.

Adults care about things that are relevant. Use scenarios and case studies.Apply the content to learners jobs and responsibilitie


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Blooms Taxonomy proa structure for categoinstructional objective

Evaluation: The abilityjudge the relative valuinformation based on

knowledge Synthesis: The creativ

application of priorknowledge and skills tproduce an original en

Analysis: The ability tounderstand the

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge



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Our blended learning approach will help us to achieve objectives athis spectrum:

As you review the objectives for each section of the training, try tomind what level you are trying to achieve

Blooms TaxonomyLevel 1:

KnowledgeLevel 2:

ComprehendLevel 3-4:

To Apply/ AnalyzeTo E

Web-Based Training Tutorial Progress Checks Try It Simulations Kn

Instructor Led Training Tutorial Demonstrations Hands-on Exercises

Job Aids Overview Narrative Steps



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The Trainer

WHO YOU ARE??? Personality very important factor in a successful training program

Trainer is the tools, trainer is the key, trainer is the source

Now, we try to look who you are



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The Trainer

QUESTIONNAIRE This questionnaire is not absolutely describe about your self, intere

ability in training

This is only as a depiction about you and would be change anytimemove to be better and much practice

Easy.. Do not exaggerated Lets begin

http://var/www/apps/conversion/tmp/scratch_3/kuesioner.xlsxhttp://var/www/apps/conversion/tmp/scratch_3/kuesioner.xlsx


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The Trainer

SELF ASSESSMENT TOOLS There is so many way to dig up your character

Let me introduce one way how you and others look at your self

This method call: Johari Windows, designed by two psychologists,Luft and Harry Ingrham

By this tools, you will get information about your self that you maynot know, so people can look up himself based on his value and othhimself



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The Trainer

JOHARI WINDOWS

Basic Figure

FreeArea

Blind Area

Hidden Area Unknown Area



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The Trainer

JOHARI WINDOWS

Initial stage, when we are in one condition (first job, first class, etc

You only show a little about your self

OPEN BLIND

HIDDEN UNKNOWN



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The Trainer

JOHARI WINDOWS

Improved stage, when youve feel close one other, feel safe the mo

You share more information about yourself

OPEN BLIND

HIDDEN UNKNOWN



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The Trainer

MATCH YOUR SELF

What is the best form ofJohari Windows?

Nothing is the best, it isonly the way you lookyourself up, and if you

want to wide the otherpan, this is the way



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The Trainer

ROLE OF THE TRAINER

Set the tone of the training for the audience by introducing the ageproject

Display core facilitation skills by focusing the attention of the grou

Keep track of time

Create a safe and comfortable learning environment by maintainingpositive attitude toward the content and participants

Develop participation by asking questions to gauge understanding providing appropriate feedback



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The Trainer

Provide clear and concise instructions when leading participants inactivities

Regularly relate content to business examples, citing specific appliof retention schedules, etc.

Anticipate potential questions/concerns and make a plan to address

Practice in order to reduce nervousness and develop comfort with tmaterial

Be a guide on the side vs. a sage on the stage support learning by participants to discuss concepts and work through tasks



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Team Teaching

Having a co-facilitator is beneficial because it provides differentperspectives and approaches for dealing with challenges it also mhaving a back-up

It also requires more coordination than going it alone this shouldin advance of the session:

Discuss roles and responsibilities (e.g. speaker vs. driver) for each

use the worksheet



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Team Teaching

Identify areas of expertise of each facilitator and how to highlight

Set rules and signals for interrupting each other and asking for help

Discuss preference for flip-charting and use of examples

Discuss plans for interacting with the audience and strategies for hquestions

Share expectations on the training event



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The Trainer

Based on what we have learned about adult learners, it is important ttranslate that into how you will act as a trainer. Spend 15 minutes thianswers to the following questions. Then report back to the class:

What are some characteristics of good trainers?

What are my expectations of myself as a trainer?

What are the end users expectations? How will I set and meet or exceed expectations?



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06:41:


Training

Delivery

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Establishing Classroom Flow

Trainer responsibilities for delivering project training content inclumaking the classroom environment conducive to learning. Preparinthe training spans from efforts required in setting up the classroompracticing what to say in the classroom.



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BEFORE THE SESSION:

Know your content, review the system, and prepare data and exercyou may need

Meet with your co-facilitator and discuss roles and flow

Reach out to Person X to confirm necessary materials such as:

Printed User Guides and Job Aids

Projector



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BEFORE THE SESSION:

Attendance Forms and Scanners

Flip charts and markers

Test room equipment before presenting, including the projector andconnectivity

Know your audience: be prepared for participants with special learneeds related to vision, hearing, or language difficulties

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Be welcoming, and use your own style to encourage participation.Personal Style Physical Style Speech Style

n Be yourself

n Take the role seriously

n Take time to gather your thoughts

n Greet your participants

n Inject your own relevant experience andexamples

n Add humor and fun as appropriate

n Manage the classroomn Breathe

n Face the class at all times

n Maintain eye contact, but do not stare

n Avoid reading

n Gesture for emphasis

n Smile

n Move with purpose (avoid excessivemovement or being rooted)

n Avoid slouching or folding armsn Avoid jiggling change, tapping pens, and

snapping marker caps

n Slow down the pac

n Project your voice

n Articulate

n Increase volume o

n Avoid excessive uexplain them

n Be aware that peo

your back is turned



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In order to command attention from the audience and provide an opt

learning environment for participants, which could include but are nolimited to the following:

No cell phone, e-mail, or computer usage except for training purpo

Return to the room promptly after breaks

Ask questions, and let the facilitator know if something doesnt masense



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Write questions you dont want to ask in front of the group on prov

index cards

Contribute to the discussion to help yourself and others learn

Utilize the 5 minute rule: if a group conversation is not adding valu5 minutes, it should be noted by facilitators and tabled for later dis

Respect the facilitator and your fellow participants: one conversatitime


bli hi Cl l


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Think of the training content like a

sandwich; this approach is called themeaty sandwich format.

The Beginning: Get their attention.Present a structure by defining theagenda, and ground rules

06:41:10 AM

Demonstr

Describe

Review

Presented by Geri W Karim

E bli hi Cl Fl


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The Meat: Deliver content, regularly

checking the pulse of the audiencefor understanding and attention.

The Ending: Give a strong finalimpression of the importance of thecontent that they will remember, andsummarize training content

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Demonstr

Describe

Review


E bli hi Cl Fl


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Provide Training Feedback

Ask for questions

Encourage participants to clean up their areas

Direct participants to the share-point site for further information

Remind participants to scan badges and complete attendance form


E t bli hi Cl Fl


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Remind participants that they will be receiving an evaluation surve

email (example)

Provide your contact information for follow-up questions

Share the list of questions or discussion topics from the parking lothe Training Team to ensure that they are addressed/answered


Your Facilitator Materials


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Facilitator Guides: Prescriptive manuals for facilitatorscontaining step-by-step, timed instructions for leading thetraining courses that have been identified for classroomdelivery

1

User Guides: Comprehensive reference books for end userscontaining narrative detail around training processes, relatedsystem and business context, and step-by-step instructions on

performing transactions

2

Job Aids: Quick references used to describe specific training

reports or processes that require a quick desk guide and arenot otherwise covered in the User Guides

3

Trainer

Simulations: Interactive, recorded demonstrations oftraining transactions

4

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Grooming

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G i


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Grooming

PRESENTING EFFECTIVELY

Four main areas to consider:

Voice

Eye contact

Use of Hands, Body, and Face

Attitude

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Grooming


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Grooming

VOICE

Tone:

Enunciate clearly

Use inflection techniques

Emphasize or stress key words

Vary the volume

Use silence for emphasis

Projection:

Channel nervous energy into voice

Talk from your lungs not your throat

Project to the person furthestfrom you

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Grooming


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Grooming

VOICE

Pace

Use pace to emphasize key points

Most of us tend to talk too quickly

Slower pace allows tone and volume changes

Be comfortable with pauses and silence


Avoid acronyms and jargonAvoid non-words: um, ah, you know ...

Grooming


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Grooming

EYE CONTACT

Builds rapport with group

Adds credibility to message

Darting Eye Movement

Causes images to flood the brain

Nervousness increases


Grooming


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Grooming

EYE CONTACT

Avoid the searching the crowd approach scanning the room

Making the Connection

Controls nervousness

Shows interest in audience

Attempt to make eye contact with each individual


Sharing a thought usually take 3-6 seconds comfort level isabout this in the United States

Grooming


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Grooming

USE OF HANDS, FACE, AND BODY

Hand Gestures

Should involve natural movement

Incorporate arm and shoulder movement no alligator arms

Avoid putting them in your pockets

Keep them away from your face

When not gesturing, keep them at sides


Move with purpose look then m

Grooming


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Grooming

USE OF HANDS, FACE, AND BODY

Body Movement

Automatically attracts attention

Be comfortable, dont rock or pace

Helps audience stay alert

Move to different parts of the room

Facial Expressions

Reflects attitudes, feelings, emotions

Use facial expressions for added emphasis

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Grooming


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Grooming

ATTITUDE

It is important to display:

Sincerity

Confidence

Enthusiasm

Humor


Positive behavior (verbal and nonverbal) is centralto establishing a trusting relationship with your

audience

Handling Objection


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Handling Objection

DEALING WITH DIFFICULT PARTICIPANTS

Remember ground rules

Dont take it personally

Think WHY?

Stay calm and in control

Deal with it early

Dont get into a power struggle


Handling Objection


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Handling Objection

Never put down a disruptive student

Help your co-facilitators

Try to connect on a personal level

Listen carefully to understand the real question or iss

Pause, give yourself time to think

Provide an appropriate response and offer reinforcem

Verify that your response is satisfactory

Be honest - not negative!

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Dealing with Difficult Participants


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Dealing with Difficult Participants


TYPE TIPS

The Latecomer Arrange the room to minimize distractions Start the class on time and do not interrupt your training for latecAlways thank the participants for being on time Set ground rules at the beginning Organize your content to put hot tips and techniques or value-ad

thing in the morning, after lunch, and after breaks

Give shorter more frequent breaks Build group accountability Make the latecomer the class timekeeper

The Introvert / Withdrawn Participant Use small group projectsthe introvert may participate becausegroup to succeed Rotate small group leadership Use partner activities and try to partner the introvert with a mode

person

Enlist their help Solicit one-on-one feedback

* This information was summarized from the book: Dealing with Difficult Participants, 1997 By: Bob Pike and Dave Ar


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06:41:12 AMPresented by Geri W. Karim 06:41:12 AMPresented by Geri W. Karim

TYPE TIPS

The Overbearing / Know It All Use physical proximitywhen the overbearing person begins totoward them as they speak

Establish group ground rules Directly question another participant Exploit their pausesas soon as the domineering participant pa

directly at the person, and interrupt with a statement like Okay, much and immediately turn to someone else

Talk privately with the person

Disruptive Group Walk towards them Give them more attention / Ask them a question Try to involve them (assignment)Ask them if they have something to share

Reassign seating arrangementsFast Group / Slow Group Re-focus group on objective and agenda items to cover

Ask group for cooperation in completing other items Establish the time allocation for agenda items to cover Remind group of the amount of time left for meeting If group is jumping ahead of agenda items, explain that they will

later

Characteristi


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Characteristi

s of Trainer

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Competency of Trainer


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Let discuss in yougroup



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Co pe e cy o e


Source: TOT, 3 4 December, 2012 (KualaTanjung)

Personality of Trainer


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y

If you could understand this t

youll got at all: Leadership

Creativity

Motivator




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06:41:


y

LEADERSHIP

In John C. Maxwell's book "The 21 Indispensible Qualities of a Leadhighlight the following qualities:

1. Character: Be a Piece of the Rock.

2. Charisma: The First Impression Can Seal the Deal

3. Commitment: It Separates Doers from Dreamers4. Communication: Without It You Travel Alone

5. Competence: If You Build It, They Will Come

6. Courage: One Person with Courage is Majority

i d l d i

9. Generosity: Your Candle Loses Nothing When It Lights Another

10. Initiative: You Won't Leave Home Without It.

11. Listening: To Connect with Their Hearts, Use Your Ears.

12. Passion: Take This Life and Love It

13. Positive Attitude: If You Believe You Can, You Can

14. Problem Solving: You Can't Let Your Problems Be a Problem

15. Relationships: If You Get Along, They'll Go Along06:41:




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y

LEADERSHIP

15. Relationships: If You Get Along, They'll Go Along

16. Responsibility: If You Won't Carry the Ball, You Can't Lead the

17. Security: Competence Never Compensates for Insecurity

18. Self-Discipline: The First Person to Lead is You

19. Servanthood: To Get Ahead, Put Others First

20. Teachability: To Keep Leading, Keep Learning

21. Vision: You Can Seize Only What You Can See




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y

Creativity

Ideas going beyond the current boundaries, whether those boundarbased on technology, knowledge, social norm, or belief

All innovation begins with creative idea

Should master in the area, not amateur

Last..it must work!




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y

Motivator

Know who you are

Learn by experience, take it and spread it

Do:

Set clear goal

Listen more, speak less

Praise regularly

Encourage other

Helps other be a emphatic not sympathetic person



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06:41:


Evaluation


Evaluation Training Program


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FEEDBACK

What kind of feedback do you want?

Tools:

Direct: interview, questionnaire

Indirect: how trainee response of your training




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06:41:


Materi

Style

Voice

Alat Peraga

Snack

Berkelanjutan (

Lokasi

Well Presenting

Apresiasi

06:41:


Source: TOT, 3 4 December, 2012 (KualaTanjung)


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VARIAN

A variable is an attribute of a person or an object that varies.

Measurement are rules for assigning numbers to objects to represenquantities of attributes

Range between largest and smallest observations

Highly sensitive to outliers




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VARIAN

Which one is better in the two group below:


No Group A Group B

1 7 4

2 6 8

3 7 5

4 7 8

5 8 9

6 6 97 9 8

Sum 50 51Average 7.14 7.28VARIAN 1.14 3.90

Smaller varithat the grou High of le

corporatio Small erro Well-balan

of unders



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Z SCORES

Z-scores are a standardized measure that helps you compare indivdata to state average data

The distance is measured in standard deviation units.

If a z-score is zero, its on the mean.

If a z-score is positive, its above the mean.

If a z-score is negative, its below the mean.

Z Scores


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Z-SCORE

A z-score is a way of standardizing the scale of two distributions

When the scales have been standardize, it is easier to compare sone distribution to scores on the other distribution

A z score is defined as the deviate score (the observed score mmean) divided by the standard deviation

It tells us how far a score is from the mean in units of the deviation



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Z-SCORES

Formula:

Say Mr. 7 in the Group A we want

to compare with Mr. 6 in the Group

B, which one is better?

No Group A

1 72 6

3 7

4 7

5 8

6 6

7 9



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Z-SCORE

Basically both initial score is same = 9

After we are operating into z-score, this is the score:

Z-score for Mr. 7 (in Group A) = 1.74

Z-Score for Mr. 6 (in Group B) = 0.87

It is show that Mr. 7 from Group A is better of his performanceindividually than Mr. 6




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NORMAL DISTRIBUTION

A Normal distribution is a theoretical model of the whole populatiperfectly symmetrical about the central value; the mean represzero.

Normal Distribution Area is divided as a standard level on perfappraisal



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NORMAL DISTRIBUTION

Parameter of z-score in normal distribution area

AreaE

AreaD Area

C

AreaB

AreaA

Click icon to add picture Thank Yo

1. Hermanto


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06:41:


2. Robert Sagala

3. Joko H. Pamun

4. Rubino

5. Hamonangan H

6. Mastika Rasyid

7. Abdul Rauf

8. Faisal

9. Syahrian

10. Hirman daud

11. Masdi

12. Rudianto Pasari06:41:


Project_Train of Trainer_BSP Downstream

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