Serving as trainer

SERVING AS A TRAINER

B.R. SIWALNIPCCD

E-MAIL:[email protected]

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TRAINING DESIGNER ROLE

Gather information about learners including :

• Current level of knowledge, skills and performance

•Educational background, including reading and writing level and language(s) spoken

• Job category and job description

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•Identify and review relevant content resources use existing content resources in the design of the training course

•Develop learning objectives based on essential KAS required to perform job tasks

•Ensure that learning objectives appear in the course materials for the trainer and learners

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IN YOUR TRAINING DELIVERY ROLE, YOU SHOULD :

•Arrive early for the course every day (but especially on the first day)

•Greet the learners individually and as a group (especially on the first day)

•Learn the names of the learners quickly

•Describe the design of the training course clearly and thoroughly

•Encourage the learners to ask questions

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•Refer to your own experience and credentials modestly and in ways that are appropriate for the group

•Positive behavior and attitudes that support the course goal and learning objectives

•Explain roles, responsibilities, learning objectives, expectations, and group norms clearly

•Provide opportunities for learners to share their expectations

•Respect and build on the knowledge

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•Collaborate and build relationships with learners

•Adjust your training and communication style to meet the needs of the learners Handle problems and challenges effectively and courteously

•Dress consistently with local norms

•Always be on time

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•Respond politely to answer questions•Use a variety of learning approaches

•Respect answers and viewpoints different from yours

•Encourage learners to try out new behaviors and skills, and provide encouragement and positive feedback when they do

•Manage any negative individual or group behaviors

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•Help learners to feel comfortable to fully participate in the training and learn from one another as well as from the trainer

•Provide opportunities for learners to answer questions raised by their peers

•Encourage learners to explain training messages to their peers

•Create a climate of fun by doing things the learners enjoy and find humorous or engaging

•Help and encourage the learners to look at situations from different perspectives

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•Provide positive, timely feedback to learners when they have performed well

Follow the progress of the learners during activities, and provide direct, specific feedback to reinforce accurate responses

Validate learners’ questions, feedback, and concerns, while preserving their individual dignity and self-esteem

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•Use a variety of instructional media.

•Ask learners to share their viewpoints so that the training can build on their knowledge and backgrounds

•Explain concepts and procedures clearly

•Listen carefully for learners’ feedback about their learning needs and respond accordingly

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•Add your own suggestions to feedback from the learners about what should be changed to improve the quality of the training

•Tailor verbal and non-verbal communication to the learners’ culture and needs

•Give clear and concise directions

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•Reinforce essential or critical messages

•Use voice, gestures, silence, movement, posture

•Ask questions and encourage interaction

•Use culturally appropriate anecdotes

•Illustrations, analogies, and humor to enhance learners’ understanding and involvement

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•Check learners’ understanding by asking questions, assessing responses, conducting informal conversations, and observing practice sessions

•Change the presentation approach in response to cues from learners

•Help learners to distinguish between fact and opinion during discussions

•Summarize or conclude learning experiences by asking questions

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BELIEFS ABOUT SELF

•Is a learner

•Is flexible

•Is tolerant of other viewpoints

•Is curious

•Is non-judgmental

•Is willing to take risks

•Is innovative

•Is enthusiastic

•Is helpful

•Encourages fedback

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BELIEFS ABOUT SELF

•Can communicate on different levels

•Can guide others constructively in developments

•Can explain in ways which others can understand

•Can acknowledge their own errors or lack of knowledge

•Is interested in what others do

•Can identify where people are starting from

•Can identify outcomes and effects of development

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BELIEFS ABOUT SELF

•Finds learning fun

•Uses initiative

•Is empowered

•Shows respect for others

•Looks for the positives

•Checks rather than assumes

•Influences with integrity

•Likes people

•Gives recognition

•Has a repertoire of alternative strategies

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BELIEFS ABOUT LEARNERS

•Everyone makes the best choice available to them at the time

•We are naturally learning creatures

•People want to develop their potential

•People are willing to learn if learning is offered in the right way for them

•People learn by example rather then by teaching

•People need to practice, not just learn to discuss

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•People learn more when it’s fun

•People are learning all the time

•People doing something always have ideas about how to do it better

•People know more than they think they know

•People can decide for themselves the best way for them to learn

•Everyone has some special gift(s)

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BELIEFS ABOUT HOW THE WORLD WORKS

•All behaviour is communication

•Every failure is an opportunity for development

•We create the story of our lives

•We are a mind, body and spirit combined, and work best when all are working together

•The journey to excellence never ends

•The world is a place of abundance

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•It is individuals who change the world

•Everyone wants the best that is possible

•Integrity brings its own reward

•We always have a choice

•We are creators, not victims

•Anything we can imagine is possible

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ADDED WAYS TO MOTIVATE LEARNERS

• High light value of training• Train people when they are motivated to learn• Provide training that is critical to the job, avoid

information dumping• Seek learner’s input into training design

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• Provide active training• Include fun in your training, games, puzzles,

exercise• Provide active training• Include fun in your training, games, puzzles,

exercise

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• Provide active training• Include fun in your training, games, puzzles,

exercise• Provide active training

include fun in your training, games, puzzles, exercise

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Presentation Tips

• Your Introduction

• � Look confident… smile, greet people warmly and stand straight and tall

• � Make your opening powerful. Include what you are going to cover, and how you are going to lead the session

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• Remember the principle: WHAT’S IN IT FOR THEM?

• � Let the group know that you are good at this area of their interest and the session will be valuable to them

• � Check that what you are going to cover is what they are interested in

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• Presenting the content

• � Make sure that everyone can see and hear you, each other and any aids such as witeboard, overheads, etc…. Without straining.

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Your voice

• • Use your voice to stress and emphasize special point you make

• • Use pauses to create impact and curiosity in your listeners

• • A useful rule is always to project your voice to the person furthest from you in the room. (Ask the participants to do the same. That way everyone will be able to hear)

• • Repeat more loudly any questions that is asked by the participant with a soft voice to make sure that everyone else can hear it

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• • When you ask a question, leave enough time for all participants to think about it. (Some participants will need more time to think about and rehearse their answers before they actually speak)

• • When choosing your words, remember to use visual and active words to hold the attention of the visual and physical learners.

• • Use an open ended question approach continually, so as constantly drawing on the experience of participants.

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• Your Eyes • � Keep a general, roaming eye contact with

everyone in the group so that no one feels excluded from your attention.

• � When someone asks a question or offers a comment, look directly at them for a second or two so they can see that you are listening attentively to them as an individual and value their contribution.

• � However, when you put a question to the group, it is usually less intimidating if you don’t look pointedly at individual participants.

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• Summing Up • Make sure that you ask the participants to

summarize the key points just before they leave the session.

• This way you can reinforce the learning you want them to remember.

• Just remember that people are usually fun’ intriguing and curious, so

• Enjoy Yourself!!

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Establish a Comfortable Learning Environment

• Focus on the situation, issue, or behavior, not on the person.

• Maintain the self-confidence and self-esteem of others.

• Maintain constructive relationships.

• Take the initiative to make things better.

• Lead by example.

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• Enter into the discussion enthusiastically

• Give freely of your experience

• Keep confidences and assume others will.

• Follow The Basic Principles

• Confine your discussion to the topic.

• Appreciate the other person's point of view.

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• Show interest

• Listen for content and feelings

• Look for nonverbal cues

• Use humor as appropriate

• Control distractors

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• Maintain eye contact with participants

• Link to organizational issues and other training

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Develop Participation

• Keep air time under 40% • Ask open-ended questions• Count to 10. Wait a full 10 seconds after

asking your questions • Call on someone by name• . Give verbal reinforcement• Give nonverbal reinforcement• Use networking• Defer to the group

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Give Clear and Concise Instructions

• 1. Use simple sentences.

• 2. Give step-by-step instructions

• 3. Make smooth transitions

• 4. Speak clearly and audibly

• 5. Use visual aids effectively

• 6. Check for understanding

• 7. Ask participants to summarize

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Manage Over Participation

• 1. Refer to ground rules

• 2. Ask closed-ended questions

• 3. Ask for link to topic

• 4. Use reflecting statements

• 5. Ask others for opinions

• 6. Summarize and move on

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Guidelines for Giving and Receiving Feedback

• 1. Be specific• 2. Describe your own reaction to the

behavior• 3. Suggest alternatives• 4. Describe in terms of "more of" or "less

of." • 5. Provide feedback as an equal. • 6. Offer only what the other person is ready

to hear

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When receiving feedback from others:

• 1. Listen actively. • 2. Maintain eye contact• 3. Use body language that shows interest• 4. Seek clarification• 5. Remain nondefensive• 6. Allow the speaker to finish• 7. Take notes to capture feedback

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do’s and don'ts" during any learning session

• DO'S • • Do maintain good eye contact • • Do prepare in advance • • Do involve participants • • Do use visual aids • • Do speak clearly • • Do speak loud enough • • Do encourage questions

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• Do recap at the end of each session • • Do bridge one topic to the next • • Do encourage participation • • Do write clearly and boldly • • Do summarize • • Do use logical sequencing of topics • • Do use good time management • • Do K.I.S. (Keep It Simple) • • Do give feedback

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• Do position visuals so everyone can see them • • Do avoid distracting mannerisms and

distractions in the room • • Do be aware of the participants' body language • • Do keep the group on focused on the task • • Do provide clear instructions • • Do check to see if your instructions are

understood • • Do evaluate as you go • • Do be patient

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DON'TS

• • Don't talk to the flip chart

• • Don't block the visual aids

• • Don't stand in one spot--move around the room

• • Don't ignore the participants' comments and feedback (verbal and non-verbal)

• • Don't read from curriculum

• • Don't shout at participants

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COPING WITH PROBLEM PARTICIPANTS

• Hesitant – shy, reluctant, silent, socialise hesitant participants, ask easy question

• Monopolizer- big- talker, gobble up all the available time

• Would you mind if we got another opinion on this one

• VOICE OF EXPERIENCE VICTOR – SEEMS TO HAVE TREMENDOUS NEED TO BE HEARD-IN

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Puts are not necessarily offensive –treat victor politically

• Arguer constantly disagree – ask anyone want to respond. I understand your position. You believe that-

• Non listener – tend to interrupt, cut other off, leap into the fray before other have to say. - Ask for restatement, ask for listening

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• Idea zapper – tend to interrupt, cut other off, leap into the fray before other have to say – ask for restatement, ask for listening

• Idea zapper – deflate everyone’s idea i it will never work, we have tried too early, but

• Complainer – blaming, fault finding, gloomy observation problem magnifier

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• Ask him – do you have any idea encourage to search other side of thing

• Rigid one – tough, disagree – say other views do exist

• Hostile one – questions designed to embarrass or influence – i see you have strong feeling on this – issues, would you care for my opinion

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• Angry one – aggressive, unfriendly – total silence to constant complaining

• Negative one – nothing will work, people are impossible – ask him anything positive

• Clown – ill-fitting, irritating humor – tap and reward his serious side

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• Show off – show off his knowledge, big-words, funny phrases, unique experience

• Tangent talker – attention seeker counseling

• Unwilling participant

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Deal with Aggressive Behavior

• 1. Maintain a relaxed posture• 2. Remain nondefensive• 3. Clarify and acknowledge• 4. Clearly state behavior change needed• 5. Use a problem-solving approach. • 6. Let the group help you deal with the

problem• 7. Ask to discuss problem privately• 8. Allow other person to save face

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THANK YOU