Basic TOT_Compiled Presentation

Training of Trainers

Enhancing Training Quality and Facilitation Skill

Education and Training

2

• Wide/Universal• Started from womb• Mostly theoretical• Flourish the hidden

potentials• Talent based

• Objectively focused• Starts in professional life• Mostly Practical• Enhance certain

knowledge & skills and supplementary to education

• Skill based

All trainings are education but all educations are not training

Process of Learning

Definition of learning

Learning is defined as a relatively permanent or enduring change in

behaviour brought about as a consequence of experience

How learning processes in the learner?

Learning Domains

In general teaching and learning aims at effective change in three

domains:

Cognitive (knowledge) “Head”

Psychomotor (Skills) “Hand”

Affective (Attitudes) “Heart”

Retention rate

In general human can remember:

20% of what they hear,

40% of what they see, and

80% of what they discover by themselves.

Research shows that in general adults to do not concentrate

beyond 40 minutes. So, adult learning should be experiential

Why not learn everything?

Training Process

Definition of Training

Definition of Training Cont...

Training is creating a learning environment, a trainer can do

much to stimulate and encourage the learning by selecting

and using appropriate methods and materials or aids.

Training formula

A – B = C

A = What is needed to do the job

B = What a person already know or can do

C = Performance gap and need for training

Changes by Training

Approaches of training

Concept of training cycle

Basic Types of Training

Formal Training Informal Training On the Job Training (OJT)

TRAINER

T = Tolerant

R = Rational

A = Active

I = Initiator

N = Neutral

E = Evaluator

R = Responsible

Communication

Communication

Communication is a process of

exchanging meaningful information,

ideas or thoughts in between persons in

a right way, at right time, to the right

person who will be able to generate

feedback

Communication types

Communication

Verbal Communication

Non-Verbal Communication

One to one Communication

Mass Communication

Interpersonal Communication

Group Communication

Words account for only about 10 percent of our communication. The other 90 percent is made up of nonverbal communication.

Verbal Communication

verbal communication refers to how something is said.

In verbal communication, the tone of one’s voice can display

different emotions even when the words are the same. Getting

our tone right is more important to convey messages correctly.

Intonation is the rise and fall of pitch in our voices, used to

convey a range of meanings, emotions, or situations

Verbal Communication Cont...

I did not say he stole the money I did not say he stole the money I did not say he stole the money I did not say he stole the money I did not say he stole the money I did not say he stole the money I did not say he stole the money

- someone else said it

- that's not true at all

- I have not spoken to anyone about it

- I think someone else took it

- maybe he just borrowed it

- but rather some other money

- but he may have taken some jewellery

Verbal Communication Cont...

So, during presentations, our tone will enable our audience to

trust and respect us, relate to us, and believe and act on what

we say.

Importantly, tone also indicates how we connect with our

audience/learners, and what main messages they will take

home.

Verbal Communication Cont...

During verbal communication the trainer should –

Vary the pitch, tone, and volume to emphasize important points

and avoid monotone speech

Vary the pace of delivery to make important points slowly, and

cover less important material quickly

Verbal Communication Cont...

Begin each session and each topic with a strong introduction

Communicate on a personal level with each of your participants

by using their names.

Avoid repeating words and phrases such as ‚Do you know what I

mean?‛ or ‚You know?‛ or ‚Do you understand?‛

Non-verbal Communication

nonverbal communication is as important as verbal

communication which has an significant impact on

establishing and maintaining a positive training climate.

Non-verbal Communication Cont...

Touch

Body movement

Voice

Facial expression

Eye contact

Dress

eye contact

body language

moving around the

room

Non-verbal Communication Cont...

Use positive facial expressions to aid in the process of communication

Take command of the space. Walk about the room as you talk. A skilled

trainer coordinates movements and gestures with instructional delivery

do not rush when using your space; remember that your energy will be

felt by others

Non-verbal Communication Cont...

Walk calmly toward participants as they respond to questions or make

comments. A slow nodding of the head while maintaining eye contact

demonstrates interest and encourages active participant involvement.

pointing your finger can be perceived like shaking a stick at someone.

Hold yourself in an erect, confident way. Try to feel grounded.

Non-verbal Communication Cont...

Avoid distracting gestures or body language, such as twitching or

bumping, excessive pacing, jingling keys or coins in pockets, or playing

with markers/pens.

Limit the use of desks, lecterns, or podiums that establish an artificial

barrier between the trainer and the participants.

C

Non-verbal Communication Cont...

Clothing and decoration can add or subtract from your

presentation or training. Aim to dress in tune with your audience.

If in doubt, aim for a bit more formal dress.

Training Methods

Training methods

Commonly used training methods are–

Presentation

Demonstration

Case study

Simulation

Small group discussion

Role play

Presentation

A presentation is an activity that a trainer who is knowledgeable

about a particular subject matter conducts to convey information,

theories, or principles. Forms of presentations can be –

Lecture style

Lecturette style – interactive lecture

Presentation cont...

Presentations are used for the following:

Introducing participants to a new subject

Providing an overview or a synthesis

Conveying facts

Addressing a large group

Presentation cont...

Process:

Introduce the topic

Tell learners what you want to tell them; present the material

with the help of visual aids

Summarize key points you have made; tell the learners what

you have told them

Invite learners to ask questions

Demonstration

A demonstration is a presentation of a method for doing

something.

Demonstrations are used for the following:

Teaching a specific skill or technique Modelling a step-by-step approach

Demonstration Cont...

Process:

Introduce the demonstration; what is the purpose?

Present the material you are going to use

Demonstrate

Demonstrate again, explaining each step

Demonstration Cont...

Process:

Invite the learners to ask questions

Have the learners practice themselves

Discuss how easy/difficult it was for them; summarize

Small Group Work

A small group work is an activity that allows learners to share their

experiences and ideas to solve a problem within a small group.

Small Group Work Cont...

Small group works are used for the following:

Enhancing problem-solving skills

Helping participants learn from each other

Providing wider sense of responsibility in the learning process

Promoting team work

Clarifying personal values

Small Group Discussion Cont...

Process:

Arrange the learners in groups of four to seven

Introduce the task

Ask each group to designate a group leader, a recorder, and a

person to present the group’s findings

Make sure that each group understands the task

Small Group Work Cont...

Process: Give groups time to discuss; this should not require the

trainer’s involvement unless the learners have questions for

the trainer

Have one person from each group summarize the findings of

the group (this could be a solution to a problem, answers to a

question, or a summary of ideas)

Small Group Discussion Cont...

Process: Identify common themes that were apparent in the groups’

presentations

Ask the learners what they have learned from the exercise

Ask learners how they might use what they have learned

Training Aids

5 major purposes of training aids

1. Training aids act as media for effective communication

2. Help trainees to visualize and understand the messages.

3. Help trainees to practice new skills.

4. Help trainees to implement what they have learnt.

5. Help the ex-trainees to implement and follow up their training

at their real lives.

Classification of training aids

Classification of training aids Cont…

Training Media: Training media is the communication

technologies used to convey the information or messages to

be presented in the training

Training Materials: The materials are the programs, charts or

images which are to be required to conduct the trainings

Examples of training aids

Training Media Training Materials Chalkboard Flipcharts Posters Displays OHP Slides TV Video Radio Audio Cassette Computers Multimedia Projector

Manuals Guides Posters Lesson Plans Models Multimedia projection screen Pictures Maps Graphs Symbols Monograms PowerPoint Slides

How to use training aids

Here we will discuss the use of following training aids:

Multimedia Projector

Computer/Laptop

PowerPoint slides

Flipchart

White board & Board marker

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Effective Facilitation

Facilitation Cont...

So, facilitation is an art which accelerates the session using

improved questioning to stimulate the participants and which

encourage the participants to actively listen to each other,

interact, create new ideas, analyze team and learn

Facilitation

Facilitation is :

Creating a safe environment by – Enabling people to fully contribute their ideas Listening Focusing on the learning process Getting process agreements

Role of Facilitator

Allow participants to feel validated as equal and important

members of the group

Allow participants to feel accepted

Allow participants to feel a sense of trust and safety in the

group

Allow participants to know that their life experiencing are an

important and valuable source of learning

Role of Facilitator Cont...

Ensure free release of feelings and thoughts

Allow participants to feel they are engaged in a meaningful

and important activity

Help people to overcome difficulties

Help to feel that the training have some future impact

Ensure physical environment adequately comfortable in

order to most effective learning

Skills required for effective facilitation

Human relation skill

Management skill

Adaptation skill

Humour skill

Listening skill

Speaking skill

Presentation skill

Questioning skill

Summarizing skill

Training Evaluation

Training evaluation

Training evaluation is the systemic collection of descriptive and

judgmental information necessary to make effective training

decisions related to the selection, adoption, value and

modification of various instructional activities

Purposes of Training Evaluation

Revise or refine training for future use

Judge success or failure of training

Assess the changes in job behavioural level

Assess the impact of the training

Levels of Training Evaluation

Training evaluation

Summative Evaluation

Formative Evaluation

End of training evaluation

Periodic evaluation

Continuous evaluation

Impact evaluation

Thank You