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Sinaia, 18-25 of May 2003
1
Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
Beings
Train the Train the TrainersTrainers
Sinaia, 18-25 of May 2003
2
Session objectivesSession objectives
Sharing experienceUnderstanding what the trainer isUnderstanding adult learning
principlesImproving presentation skillsImproving interviewing skillsHave some fun...
Sinaia, 18-25 of May 2003
3
Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
Beings
The The Trainer Trainer
Sinaia, 18-25 of May 2003
4
INTERESINTERESTT forfor::SSelf - developmentelf - development
PeoplePeople
Understanding immediate Understanding immediate requestsrequests
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5
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
Sinaia, 18-25 of May 2003
6
•
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
Sinaia, 18-25 of May 2003
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Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
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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13
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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16
?
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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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Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
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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Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
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
37
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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Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
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
Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
Beings
Sinaia, 18-25 of May 2003
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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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Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
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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Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
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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Law Enforcement Best Practice ManualFor Fighting Against Trafficking of Human
Beings
Thank you Thank you and success!and success!