TRAINING SESSION EFFECTIVE LISTENING TRAINER ASSESSMENT

I102 User Support Week Four – Lab

Objectives

Effective Listening Assessing Learners Exercise – Learning Outcomes

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…….

Exercise

Listening Quiz – how good a listener are you?

Assessing the Trainees

How do I know the trainees have understood?

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

Next Week

Technical Writing topic starts Schedule for training sessions (week

starting 23th August) will go up on Moodle

Training Plan Due on 22nd August