Training Skills 2 Days

7/25/2019 Training Skills 2 Days

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Practical Training Skills

Syed Saeed Hasan

Instructor Management Training Unit


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2

Expectations

Write 5 expectations individuals on post-

its

Every representative explains and stickspost-its on the flipchart

Post-its are clustered into themes


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3

11 topic modules

1. Desinin a course

2. !esson Plan

3. "dult !earnin

#. $nstructional "pproaches

5. %ole of the $nstructor

&. $nstructor "ttri'utes

(. )lassroom *anaement

+. Presentation ,kills

. uestionin /echni0ues

1. Evaluation

11. )lose


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Practical /rainin ,kills

"endaDay 1

+.3-1.3

Day 2

+.-1.3

Welcome ice'reaker$ndividual expectations

roundrules

/rainin 4 Why ho hat

Worst fears of trainers

/he excellent learnin facilitator profile

/he olden rules of trainin

Practice trainin and feed'ack

6uildin trust and safety 4 eneri7ers ice'reakers

$ce'reaker,elf-aareness 89:"%$ indo

/rainer impact - Words *usic Dance

)lear presentations instructions

!istenin and feed'ack - roleplays

;sin simple process tools effectively

Evaluation of trainin methodoloies

/rainin session desin

6rainstormin ,W9/ ap "nalysis exercises

Day 3 Day #

+.3-1.3 +


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Day 5

+


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&

:o to 'ein@

1. $ce-'reaker or Warm-up2. %estate purpose of trainin

3. )larify expectations and desired

outcomes

#. round rules

5. :ousekeepin


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round rules

for a hih-value orkshop

6ein fully present

/akin onership

%espectin

!istenin,harin

%iskin

!auhin

Participatin6ein on time


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What is /raininA

/o transfer knolede and skills that

ena'le participants to carry out their ork -

focus on Bo' skills and aareness-raisin.


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What is ?acilitationA

$t is usin processes to

make it easy for the roup

mem'ers to achieve their

o'Bectives in a

colla'orative and timely

manner


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?acilitated !earnin

/rainin characteri7ed 'y students havin a

hih deree of involvement in all aspects of

their learnin. /he teacherCs role is facilitator

and oraniser providin resources and support.Participants learn ith and from each other and

set their on o'Bectives.


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Evaluation of ?acilitation

/ask achievedAProcess effectiveA

$nstructions clearA

Enery hihA

roup climate positiveA

Everyone involvedA

?acilitator stayed neutralA

,tart and finish on timeA


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"DD$E means...

Analysis

Desin

Development

Implementation

Evaluation

12


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6enefits of an $D frameork

*eet the 'usiness o'Bectives

*eets real and re0uired trainin needs

*atch learnin styles of the participants

/rainin loistics are under control

6alanced and smooth content delivery

)onfidence and trust from stakeholders

instructors and participants

)ontinuously improvement of trainin material

13


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Why What Who of trainin

What is the purpose of the

traininFmeetinFpresentationA

What are the o'Bectives of the sessionA

What is the profile of the participantsA Who are theyA

What do they knoA

Why do they careA

:o ill they 'enefitA


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"DD$E phases...

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Analysis"nalysis of the trainin re0uirements ;ncover all

o'Bectives needs and contextual re0uirements

Design,pecification of the trainin re0uirements and the

structure of the trainin course

Development)reation of all the trainin content material and

systems that have 'een specified

Implementation

/he execution phase< deployment delivery and

maintenance of the trainin course

Evaluation$mprovement of the trainin desin durin its

development and delivery


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1&

" systematic approach

)larify Purpose of /rainin related to 'usiness performance ap

$dentify /rainin 9'Bectives

)onduct /rainin "nalysis

"naly7e !earners and )ontexts

Write Performance 9'Bectives

Develop "ssessment $nstruments

Develop /rainin ,tratey

Develop /rainin *aterials

Desin and )onduct Evaluation of /rainin for participants

Desin and )onduct ,ummary Evaluation of /rainin course

1&


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,ession Desin/itle of trainin

Purpose of trainin

9'Bectives of trainin

topic process materials

Icebreaker, warm-up

*odule 1

Exercise

*odule 2

Exercise

*odule 3

Exercise

lunch

Energizer

*odule #

Exercise

*odule 5

Exercise

,ummary rap-up


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1

!earner "ssessment

Pre-testin

9'Bective"ssessment

,u'Bective

"ssessment,elf-"ssessment

Practice exams

roup proBects

Peer revie

Participation

Gon-participation

1


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Don time!atecomers settlinhousekeepin

1C

'reaks #C

lunch (5C

movin into exercises and misc. 25

total down time 2h3


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Worst ?ears@

What do you orry miht

happen at your trainin

sessionA


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What do people ant from traininA

!o learn something use"ul

!o contribute!o be heard

!o achieve

!o connect

!o "eel valued#

$hat%s in it "or me&


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!earnin domains

=nolede =nolede refers to facts concepts

information etc. the learner needs to kno in

order to 'e a'le to do certain thins.

,kills /hese refer to the learnerCs a'ility to do certainthins H either mentally or physically.

"ttitudes !earnersC attitudes are the 'eliefs feelins andopinions that are part of their personality andhave 'een conditioned 'y parents teachersco-orkers and friends.


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2#

:o e learn

# staes of learnin

;nconscious

incompetence

)onscious

incompetence

)onscious

competence

;nconscious

competence

our o'Bective


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!earnin ,taes

competence incompetence

conscious

3 - conscious competenceperform skill relia'ly at illthe person ill need to concentrate and think inorder to perform the skillthe person can perform the skill ithoutassistancethe person ill not relia'ly perform the skillunless thinkin a'out it - the skill is not yetIsecond natureI or IautomaticI

2 - conscious incompetencethe person 'ecomes aare of theexistence and relevance of the skillthe person is aare of their deficiency in

this areathe person realises that 'y improvin theirskill or a'ility in this area their effectivenessill improve

unconscious

' - unconscious competencethe skill 'ecomes so practised that it enters theunconscious parts of the 'rain - it 'ecomesIsecond natureIcommon examples are drivin sports activitiestypinit 'ecomes possi'le for certain skills to 'eperformed hile doin somethin else forexample knittin hile readin a 'ook

( - unconscious incompetencethe person is not aare of the existence orrelevance of the skill areathe person is not aare that they have aparticular deficiency in the area concernedthe person miht deny the relevance orusefulness of the ne skill

25


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*otivation to learn

"dults only learn if they ant to

"dults only learn if it is useful

"dults only learn if it is relevant"dults only learn if it connects to their

interests and experience

"dults learn 'est hen they are enBoyinit


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)earning *tyles)oncrete

Experience

Feeling

%eflective9'servation

Watching

"'stract

)onceptualisation

Thinking

"ctiveExperimentation

Doing Processin

:o e do thins

p

e

rc

e

p

t

i

on


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2+


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!earnin ,tyles :oney J*umford

Activists- ho are Khands-onC learners and prefer to

have a o and learn throuh trial and error

+e"lectors- ho are Ktell meC learners and prefer to 'e

thorouhly 'riefed 'efore proceedin!heorists- ho are Kconvince meC learners and ant

reassurance that a proBect makes sense

ragmatists -ho are Ksho meC learners and ant a

demonstration from an acknoleded expert.

2


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$hen you go to play a new computer game or use a new

program, do you

1. %ead the manual first

2. 8ust have a o

3. Watch someone else

see hat to do and thenhave a o yourself

#. "sk someone to sho

you hat to do


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Preferred !earnin ,tyle

,tyles Activist +e"lector !heorist ragmatist

ansers 2 ( 3 '


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"dults learn 'est 'y doin

)ase studies

%ole plays

ames simulations

Exercises

uestionnaires

Discussion roups

/ask roups

>ideo ith feed'ack


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?acilitator exercise

What kinds of trainin sessions do you

facilitateA

Place on matrix


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3#

?acilitatin task and emotion

/ask )omplex

:ih

?eelins

Expert facilitation

,imple facilitation


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Expert facilitator profile1. $nnovative

2. ,elf-confident

3. =nos tools techni0ues ames exercises

#. $nterpersonal skills - listenin ivin feed'ack

5. uestionin pro'in

&. Presentation skills 4 ords voice 'ody lanuae

(. ?lexi'le+. 9pen-minded

. 9'servation skills

1. Patient

11. Enthusiastic

12. *akes people feel valued

13. !ikes orkin ith people


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3&

?eed'ack

ive student opportunity to anser feed'ack.

6e frank. ,tate complaint fairly.

DonCt pu'lici7e offences F treatment 'efore class.

"void punishin hole class for faults of a fe.

DonCt display aner.

DonCt force an apoloy.

DonCt make an issue of somethin that is trivial.

When the case is settled drop it.DonCt ridicule a student@


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3(

ivin ?eed'ack

*tep ( .ake the statement/he statement should 'e a summary of the messae you aretryin to convey. $t is your opinion and perspective on thepersons performance hich you ill 'ack up ith evidence

*tep 2 /ive the evidence/he evidence should contain specific examples of o'served'ehaviour. $t should 'e explicit and specific in nature.

*tep 3 E0plain the impact

/he impact descri'es the conse0uences of the persons'ehaviour on their ork. $f positive it focuses on the 'enefitsto the individual and the oranisation. $f neative it focuses on

the damae caused to 'oth the individual and the oranisation


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3+

=ey attitudes J 'ehaviour

Drive the processuse a variety of appropriate learnin methods

=eep the focus=eep the roup focused on the task hile constantly

o'servin ho the roup orks toether

6e positive"ct up'eat and optimistic settin the tone for the roup

Encourae participationEnsure that all mem'ers participate as e0ually as possi'le


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3

/hree 6asic "ctivities of the

?acilitator

+ecognise

$hat is happening

Diagnose!he underlying cause

Intervene

1y introducing a change in

the process


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#3

,ho you care

!hey don%t care how

much you know until

they know how much you

care


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##

45A+I $I6D4$

PUBLIC BLIND

PRIVAT UN!N"#N

7EED1A89

DI*8)4*:+E


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#5

resentation *kills *el"-assessment

Do you speak loud and clear

Do you speak ith enthusiasm

Do you use pauses$s your key messae clearly understood

Do you convince people

Do you make eye contact ith everyoneDo you use animated estures


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#&

:o you communicate

$ords (;

hat you say

.usic 3;

ho it soundsDance


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#(

.:*I84 voice

>olumePace

*odulation

Enunciation

Emphasis

PausesEmotion


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#+

DA68E- 6ody lanuae

?ace

Eyes

:andsPosture

,mile fron

esturesEnery


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#

truck patient 9D chocolat house

cats dos moon slo analysis

,exy 3 'lood turnover competence

statistics ar peace kiss 'a'y

execution 'rother dream oole 'ad

:eaven hell reen tennis /exas


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,even ,econds

+E8A)) People can only remem'er ( thins

A!!E6!I46 *A6

People can stay attentive for a'out (

minutes

7I+*! I.+E**I46

$t takes ( seconds to make a ood first

impression

9I**

keep it short J simple


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,lides 4 less is more@

A=4ID

heavy raphics

readin

too much text


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resentation skills

Present the purpose and 'enefitsof your trainin course

9penin 'an?eatures6enefits)losin 6an


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?eed'ack on presentations

1. Eye contact

2. 6ody lanuae

3. >oice

#. Pace

5. )larity 4 structure

&. =ey messae

(. ,tories metaphors props visuals

+. 9penin 6an 4 closin 6an


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5#

olden %ules

6ein ith an eneri7in process

)ollect expectations

;se a variety of processes

Eneri7e the roup ith interestin activities

%emain up'eat and eneretic

Enae E>E%L9GE 6e strict on timin

ive clear instructions for exercises Mrite them on flipchart or slideN

%emem'er adults learn 'y doin and only if they see a concrete 'enefit

"void open 0uestions to the roup

%andomly select presenters MdonCt ask for volunteersN

)onclude ith an exchane of key learnin points

,tay neutral on content

DonCt do any ork@ $nvolve the participants


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resentation *kills *el"-assessment

Do $ speak loud and clearA

Do $ speak ith enthusiasmA

Do $ use pausesA

$s my key messae clearly understoodA

Do $ convince peopleA

Do $ make eye contact ith everyoneADo $ use animated esturesA

$s my posture confidentA


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5&


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6arriers to !istenin,eein

)ulture 4 'eliefs values

ender

"e

Experience

Education *ood

)lothes

Physical appearance

"ssumptions

PreBudice

Expectations

5(


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5+

"ctive !istenin *odel

1. !isten ith eyes ears and heart2. Demonstrate listenin ith non-

ver'al 'ehaviour

3. %estate 'oth content and

emotion expressed 'y speaker

Do not advise, interpret or>udge


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)lassroom Pro'lems

1. Environment

2. Distractions

3. Poor student preparation

#. Personality clashes5. !ack of interest

&. Geative attitude

(. Differin a'ility levels

+. Poer issues. %ivalry

1.$nade0uate Enlish comprehension


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&

Pro'lem participants

!ate comers

!eavers

Dominators"ruers

Passive

WhisperersGeative

Direct request

Constructive feedback

Eective questions

Pairs, trios, small groups

Engage by assigning tasks

Recognize and include

ariety of met!ods

"ctive pace

#ove people around

5andle by using the right intervention

Documents

Training Skills 2 Days