Sinaia, 18-25 of May 20031 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings Train the Trainers.

Sinaia, 18-25 of May 2003

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Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human

Beings

Train the Train the TrainersTrainers


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Session objectivesSession objectives

Sharing experienceUnderstanding what the trainer isUnderstanding adult learning

principlesImproving presentation skillsImproving interviewing skillsHave some fun...


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Beings

The The Trainer Trainer


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INTERESINTERESTT forfor::SSelf - developmentelf - development

PeoplePeople

Understanding immediate Understanding immediate requestsrequests


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Trainer’s Trainer’s

characteristicscharacteristics Physical presence and good knowledge Physical presence and good knowledge

on:on:– Own area of expertiseOwn area of expertise

– Economical environmentEconomical environment

– General knowledgeGeneral knowledge

– Pedagogical and psychological Pedagogical and psychological


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•

Skills and featuresSkills and features::

Verbal and writing fluencyVerbal and writing fluency

Creative and imaginative Creative and imaginative

thinkingthinking

FlexibilitFlexibilityy

Analytical thinkingAnalytical thinking

InteligentInteligent

OpennessOpenness

Drawing skillsDrawing skills


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BehaviorBehavior::Self confidenceSelf confidenceEquilibriumEquilibriumPatiencePatienceSolicitudeSolicitudeSense of HumorSense of HumorToleranToleranceceSetting high standards for self and Setting high standards for self and

the othersthe othersPunctualitPunctualityyMobilitMobilityy

EntEnthhuziasmuziasm


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Beings

The The StudentStudent


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TRAINING & LEARNINGTRAINING & LEARNINGTRAINING & LEARNINGTRAINING & LEARNING

Learning“a relatively permanent change in

behaviour that occurs as a result of practice or experience ”

(Bass & Vaughan 1967)

“no one can develop anyone else except himself. The door to development is locked from the inside”

(Argyris, 1962)


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TRAINING & LEARNINGTRAINING & LEARNINGTRAINING & LEARNINGTRAINING & LEARNING

knowledge comprehensionanalysissynthesisevaluation

Cognitive

AffectivePsychomotor

feelingsattitudesRespondingvaluingjudging

skillsabilitiestechniquescompetences

(Bloom 1964)


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Principles of Principles of LearningLearning

The individual must be motivated to learn

Standards of performance should be set for the learner

The learner should be given guidance

The learner must gain satisfaction from the learning

Learning is an active, not a passive process


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Principles of Principles of Learning (2)Learning (2)

Appropriate learning techniques should be used

Methods should be varied (to suit different styles & ages etc..)

Time must be allowed to absorb & transfer the learning

The learner must receive reinforcement There are different levels of learning

requiring different methods & lengths of time


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Experiential Learning Theory

(Kolb 1985)

Concrete experience•experiencing•noticing

Reflective observation•interpreting•reflecting

Abstract conceptualisation•generalising•judging

Active experimentation•applying •testing


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TRAINING & LEARNINGTRAINING & LEARNINGTRAINING & LEARNINGTRAINING & LEARNINGLearning Styles

– Activist - Concrete experience (What’s new? I’m game for anything!)

– Reflector - Reflective Observation (I’d like time to think about this)

– Theorist - Abstract conceptualisation (How does this relate to that?)

– Pragmatist - Active experimentation (How can I apply this in practice?)

(Honey & Mumford 1986, 1992)


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?


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Reaction learning capability

Reaction to optical and acustical factors

10 20 30 40 50 60 Age

attention:

focusing capability Trainer’s intervention 5 10 15 20 25 30 35 40 45 50 55 60 65 70 80 90 100 minutes


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focusing capability

8 9 10 11 12 13 14 15 day hour

focusing capability

miscelaneous Monday Tuesday Wendsday Thursday Friday Satturday


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The Virtuous learning Cycle

(Mumford 1997)

Effectiveness focus

Perceived relevance

Immediate application

Rewards from application

Enthusiasm for further learning


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The Vicious learning Sequence

Generalised knowledge/skills

Transfer to own situation

Difficulty in application

Absence of rewards for learned processes

Full stop(Mumford 1997)


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Learning barriersLearning barriers

ComCommmunicaunicationtionPersonal issuesPersonal issuesInadequate methodologyInadequate methodologyDifficult studentsDifficult studentsDifficult groupsDifficult groups


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Beings

Methods of Methods of deliverydelivery


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Choosing the training Choosing the training methodmethod

- dep- depeendndss on on objective factorsobjective factors (ob(objjectiveectivess, , contentcontent etc.) etc.)- dep- depeendndss on on subjective factorssubjective factors ((trainer’s trainer’s personalitpersonalityy, , trainee trainee pspsycychologhologyy))- - there are there are not good or badnot good or bad training methodstraining methods only appropriate or only appropriate or inappropriate for a certain situationinappropriate for a certain situation- - based on trainer’s based on trainer’s creativitycreativity..


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EXPLANATIONEXPLANATION:: expositive methods expositive methods to clarify concepts, principles, laws etc.to clarify concepts, principles, laws etc.

Addressed to the “thinking process”, Addressed to the “thinking process”, emphasize on analysis and synthesis, emphasize on analysis and synthesis, induction and deductioninduction and deduction..

WaysWays::- Concept, principle, law- Concept, principle, law analysisanalysis eeexampleexample- Example- Example compare resultscompare results deduction of concept, principle, lawdeduction of concept, principle, law. .


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LECTURELECTURE:: generous generous expositive method that expositive method that logically and logically and chronologically introduce chronologically introduce new or less known new or less known information.information.


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INTEROGATIVE methodsINTEROGATIVE methods

DIALOGUE:DIALOGUE:ensures exchange of ideas process ensures exchange of ideas process between trainer and traineebetween trainer and trainee. . It It stimulates and activates the stimulates and activates the learning processlearning process..


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INTRODUCTORY DIALOGUE DISCUSSION

DIALOGUE

IDEEA

IDEEA


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DEBATEDEBATEAAddvantavantaggeess::

Offer the opportunity to express ideas, Offer the opportunity to express ideas, arguments, attitudes, to evaluatearguments, attitudes, to evaluate;;

Offer the opportunity to develop Offer the opportunity to develop reflections and opinionsreflections and opinions;;

ensures divergent thinking developmentensures divergent thinking development;;enhance group lifeenhance group life, favo, favouurr a sincere a sincere climateclimate and commitment and commitment..


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OPERATIONAL methodsOPERATIONAL methods (based on action(based on action))

ACTIVITYACTIVITY constant and repeated constant and repeated operations aimingoperations aiming::-aplica-aplication of tion of conceptconceptss--forming different skillsforming different skills --developing intellectual and physical developing intellectual and physical skillsskills-stimula-stimulating creative ting creative potenpotentialtial..


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CASE SCENARIO (case CASE SCENARIO (case study)study) allow direct allow direct confrontation with a real confrontation with a real situation, authentic and relevant situation, authentic and relevant that will be analyzed by the that will be analyzed by the students from different students from different perspectives in order to deeply perspectives in order to deeply understand the problem, being understand the problem, being capable to develop and choose capable to develop and choose the optimal options and make the optimal options and make proposals for viable decisions proposals for viable decisions that are correctly argumentthat are correctly argument. .


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Beings

Skills for Skills for deliverydelivery


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Training is Training is about about

communicatiocommunicationn


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What is What is Communication?Communication?Communication is the clear and accurate sending and receiving of information, instructions, or requests, and providing useful feed back


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Process of Process of CommunicationCommunication

Sender conveys ideas or information to others

Receiver hears or takes in information and provides feedback


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NOISE Chanel

EMITOR MESAGE RECEPTOR

CODING DECODING

FEEDBACK

COD


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Types of CommunicationTypes of Communication

VerbalToneVolumeInflectionsPace

SpeakingWriting

Non-Verbal Gestures Voice Intonation

AttireFacial ExpressionsPostureMovementEye ContactConfidence

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Only the Only the firstfirst time you can time you can

make a make a firstfirst good good impressionimpression


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When sending When sending information…information…Communicate in appropriate waysUse verbal versus non-verbal meansConvey information concisely and

accuratelyProvide information at the right timeRequest feedback or verification


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When receiving When receiving information…information…Actively listenTake active versus passive roleSeek ClarificationTake action as a result of

communicationAnswer or respond to message


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Getting the message Getting the message acrossacross

DO– be clear (define

jargon, be explicit, be fluent, use pauses)

– provide emphasis (verbal & non verbal markers, mnemonics, repetition, summaries)

DON’T fidget speak too fast um and err ignore feedback (lack

of understanding, boredom, over-excitement)


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NoiseNoisePerceptionsTechnical noiseEducational noiseSocial noise


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FeedbacFeedbackk

Gibbs (1988)

Description What happened?

Feelings What were you th inking and

feeling?

Action plan If it arose again what

would you do?

Evaluation What was good and bad

about the experience?

Analysis What sense can you make of

the situation?

Conclusion What else could you

have done?


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FeedbackFeedback

BehaviorImpactSuggestion


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The actual The actual presentatipresentati

onon


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PreparationPreparationPurpose REsearch PsychologyAssess audienceRehearsalEnvironment


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Research the Research the subjectsubjectexpertise impressesthorough knowledge of

subject gives presenter confidence

allow time to thinkallow time to select


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Presentation - Define Presentation - Define the content the content decide what you want to

include cut it ruthlessly! and again!prioritizethink of a good opening and

ending


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StructureStructureintroductionpositive argumentsaddress negative arguments

(optional)conclusionQuestions

See Presentation Templates in Microsoft Office


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Know Your AudienceKnow Your AudienceKnowledge of the subjectOpinions regarding the subjectPersonal Objectives for attendingExperience and skillsReceptivity to the subjectWhat worked/did not work

previously


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Research the Research the audience audience Audience size

– 2-3 people = structured discussion

– 4-25 = presentation with some discussion

– 25-45 = presentation– 45 upwards = big hall,

projector, voice aids

Audience psychology– status– background– experience


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Always Have Q & A Always Have Q & A SessionSessionTake questions from around the roomRepeat the questionParaphrase Break down complex questionsAnswer the whole questionBe Concise“Keep it Real”


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Holding attentionHolding attention motivate the audience

– establish empathy, relate to audience needs attention span

– dips after 10-15 minutes, rises again near end

voice control– vary volume, pitch, rate, rhythm, inflection

memory aids– cards


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Beings

Setting the Setting the environmentenvironment


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EnvironmentEnvironment

size of room position of chairs windows & doors check noise levels speaker’s

desk/notes test equipment bring back-up

material

computer – PowerPoint

acetates slides flipcharts videos demonstrations


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Arranging seatsArranging seats

FacilitaFacilitatestes participa participationtionEnergizEnergizes thees the gr grououppComCommmunicaunicates the philosophy of tes the philosophy of the training sessionthe training sessionCommunicates the training Communicates the training methodmethod..


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Evaluating Evaluating the the

trainingtraining


Beings


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EVALUATION TOOLS FOR EVALUATION TOOLS FOR TRAINERS TRAINERS

EvaluaEvaluating the trainer during a training ting the trainer during a training session can be made under three different session can be made under three different approaches:approaches:-- applying a universally-accepted model applying a universally-accepted model for presentation skillsfor presentation skills-- applying a personal pattern appropriate applying a personal pattern appropriate for the situation for the situation -- applying a pattern or approach which applying a pattern or approach which has been developed within the has been developed within the organization or the respective cultural organization or the respective cultural environment environment


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PRESENTATION SKILLSPRESENTATION SKILLSgeneral behaviorgeneral behaviorverbal communication verbal communication body languagebody language

VISUAL AIDSVISUAL AIDS SlidesSlides FlipchartFlipchartss AuAudiodio materials materialsVVideoideo materials materials


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EVALUATION AND OVERVIEW EVALUATION AND OVERVIEW METHODS METHODS

The role of evaluationThe role of evaluation::diagnosis: diagnosis: points out the value of points out the value of training methods training methods optimization: optimization: with respect to the pace of with respect to the pace of the training process the training process stimulation for learning: stimulation for learning: unbiased and unbiased and documented assessment of the level of documented assessment of the level of knowledge attainedknowledge attainedforming-educating role:forming-educating role: by using by using questions and answers the whole group of questions and answers the whole group of trainees builds up critical thinking, trainees builds up critical thinking, reasoning, creative implementation of reasoning, creative implementation of knowledge acquiredknowledge acquired..


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Evaluating traineesEvaluating trainees::

Level of knowledgeLevel of knowledgeDegree of understandingDegree of understandingSystem of applying System of applying CapacitCapacity to analyze facts, relations and y to analyze facts, relations and principlesprinciplesCapacitCapacity to summarize, draw conclusions y to summarize, draw conclusions as underline and extrapolate as underline and extrapolate Ability to evaluate, compare and judge Ability to evaluate, compare and judge CreativitCreativityy


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EVALUATIONEVALUATION::

ORAL EVALUATIONORAL EVALUATION

WRITTEN EVALUATION: WRITTEN EVALUATION: preciseprecise,, short short questions/exercises that require short, questions/exercises that require short, precise answersprecise answers;;

DOCIMOLOGICDOCIMOLOGICAL TESTSAL TESTS:: questions questions aimed to test the understanding of the aimed to test the understanding of the materialmaterial. .


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SELF EVALUATIONSELF EVALUATION

Controlled self scoringControlled self scoringpeer group evaluation and peer group evaluation and scoringscoring


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Beings

The *.ppt The *.ppt presentationpresentation


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Use a TemplateUse a TemplateUse a set font and color scheme.Different styles are disconcerting to

the audience.You want the audience to focus on

what you present, not the way you present.

See Presentation Templates in Microsoft Office


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Beings

InterviewinInterviewing skillsg skills


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Preparation: Preparation: contentcontentrelevant

– (time is precious)assessable

– So that you can compare situationsavoid overlap

– Especially if more than one interviewernumber of questions

– too many - interview rushed or deadline missed

– too few - ground not covered


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Formulation of Formulation of questionsquestions open

– allow interviewee to expand closed

– require yes/no or factual answers multiple

– confuse interviewee leading

– conversational, simple, complex Probing

– to test for clarification, explanation,justification, examples, expansion, accuracy, agreement


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Sequence of Sequence of questionsquestions

funnel– open questions narrowing to

closed inverted funnel

– closed than open questions tunnel

– sequence of all closed or all open erratic

– Used in courts, interrogations


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Use of languageUse of languagevocabulary

– avoid using acronyms, exclusive jargon

precision– lack of clarity is unfair to candidate

frame of reference– make sure interviewee understands

you frame of reference


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Interview Interview managementmanagement

task/relationship balance drama/performance element induction/building rapportcontrol of irrelevant informationtime managementrecord keepingclosure


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Listening skills Listening skills (10 commandments)(10 commandments)

stop talkingput speaker at easeshow you want to

listenremove distractionsempathize with

speaker

be patientcontrol your

tempereasy on

argument & criticism

ask questionsstop talking


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Active listeningActive listeningIt takes three years to learn to talk and a whole life to listen.

André Malraux

Passive Listening

Social Listening

Involvement degree of the listener Active Listening


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Interpretation: Interpretation: some common errorssome common errors

halo effectexpectation effectstereotyping assuming intentionassuming similarity to your own

viewsignoring other people’s frames of

reference


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PerceptionsPerceptions

What do you see?


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Understanding othersUnderstanding othersPerceptionPerception

see and hear cuesidentify cues with attributesassociate the attributes with other

qualitiesdecide on the cause - person or

situationjudge/evaluate

– frame people and eventsdetect deceptions


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Factors affecting Factors affecting perceptionperception

motivational state – if we are hungry we notice food smells more

habituation– we stop perceiving familiar things e.g. noise– we notice new things, and unusual things

desire for closure – we make simple patterns from very little data

cognitive consistency– We notice things which reinforce our existing

attitudes


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Understanding the Understanding the self self

self categorisation– perceiving others in relation to self

social identity– perceiving self in relation to groups

low self esteem– prevents people interacting well with others

high self esteem, self delusion– can lead to foolish risk taking

self efficacy or confidence– based on past success


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Counseling styles Counseling styles evaluativeinterpretativesupportiveprobingunderstanding


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Counseling Counseling processprocess

Identify the problemCollect informationEstablish criteria for outcomeDecide on solutionEvaluate results


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Beings

Thank you Thank you and success!and success!

Sinaia, 18-25 of May 20031 Law Enforcement Best Practice Manual For Fighting Against Trafficking of Human Beings Train the Trainers.

Documents

learning slide

trainer slide

psychological slide

testing slide

student slide

principles of learning

passive process slide

immediate requests slide