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There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent, explained here is the Skills of an Effective Trainer, as a part of lesson “Effective Hr training and Development Strategy”, brought to you by Welingkar’s Distance Learning Division. For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides Join us on Facebook: http://www.facebook.com/welearnindia Read our latest blog at: http://welearnindia.wordpress.com Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Citation preview
Welingkarrsquos Distance Learning Division
CHAPTER-05
Skills of an Effective Trainer
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
INTRODUCTION
bull There is a wide range of specific skills needed to undertake one-to-one coaching team building facilitating counseling besides being an interventionist and change agent
bull The problem is that a large proportion of trainers and of training is still traditional in nature
bull The role of the management trainer calls for change in the basic model because of the changing role of training and changes in the emphasis of activities of training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
FACILITATIONCOMMUNICATION SKILLS
bull Some of the important mechanisms which provide for effective communication and facilitation are
bull Use of various interpersonal communication skills to facilitate large and small group of learning
bull Analysis of group process activity in terms of task and maintenance functions and
bull Giving and receiving appropriate performance feedback
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
INTERPERSONAL COMMUNICATION SKILLS
Some of the very important skills that a facilitator can learn in a very short time are
bull Paraphrasingbull Summarizingbull Question Askingbull Extending andbull Non-verbal Cues
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP PROCESS ACTIVITY SKILLS
bull Group Maintenance Functionsbull Gate keepingbull Mediatingbull Listeningbull Encouragingbull Relieving Tension
bull Group Task Functionsbull Clarifying Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Focusing
bull Seeking Useful Information
bull Reaching Task Agreement
bull Giving Useful Information
bull Moving Towards action
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PERFORMANCE FEEDBACK SKILLS
bull Feedback is the process of receiving and evaluating information about our behaviour
bull It tells us how another person sees our actions and gives us the choice to change our behaviour
bull It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRANSACTIONAL ANALYSIS (TA)
bull It is an important method of sensitivity training
bull The basic philosophy and approach to TA is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures
bull TA can help us to eradicate or minimize the dysfunctional aspect of our personality
bull The life script is a basic concept of TAWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
INTRODUCTION
bull There is a wide range of specific skills needed to undertake one-to-one coaching team building facilitating counseling besides being an interventionist and change agent
bull The problem is that a large proportion of trainers and of training is still traditional in nature
bull The role of the management trainer calls for change in the basic model because of the changing role of training and changes in the emphasis of activities of training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
FACILITATIONCOMMUNICATION SKILLS
bull Some of the important mechanisms which provide for effective communication and facilitation are
bull Use of various interpersonal communication skills to facilitate large and small group of learning
bull Analysis of group process activity in terms of task and maintenance functions and
bull Giving and receiving appropriate performance feedback
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
INTERPERSONAL COMMUNICATION SKILLS
Some of the very important skills that a facilitator can learn in a very short time are
bull Paraphrasingbull Summarizingbull Question Askingbull Extending andbull Non-verbal Cues
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP PROCESS ACTIVITY SKILLS
bull Group Maintenance Functionsbull Gate keepingbull Mediatingbull Listeningbull Encouragingbull Relieving Tension
bull Group Task Functionsbull Clarifying Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Focusing
bull Seeking Useful Information
bull Reaching Task Agreement
bull Giving Useful Information
bull Moving Towards action
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PERFORMANCE FEEDBACK SKILLS
bull Feedback is the process of receiving and evaluating information about our behaviour
bull It tells us how another person sees our actions and gives us the choice to change our behaviour
bull It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRANSACTIONAL ANALYSIS (TA)
bull It is an important method of sensitivity training
bull The basic philosophy and approach to TA is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures
bull TA can help us to eradicate or minimize the dysfunctional aspect of our personality
bull The life script is a basic concept of TAWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
FACILITATIONCOMMUNICATION SKILLS
bull Some of the important mechanisms which provide for effective communication and facilitation are
bull Use of various interpersonal communication skills to facilitate large and small group of learning
bull Analysis of group process activity in terms of task and maintenance functions and
bull Giving and receiving appropriate performance feedback
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
INTERPERSONAL COMMUNICATION SKILLS
Some of the very important skills that a facilitator can learn in a very short time are
bull Paraphrasingbull Summarizingbull Question Askingbull Extending andbull Non-verbal Cues
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP PROCESS ACTIVITY SKILLS
bull Group Maintenance Functionsbull Gate keepingbull Mediatingbull Listeningbull Encouragingbull Relieving Tension
bull Group Task Functionsbull Clarifying Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Focusing
bull Seeking Useful Information
bull Reaching Task Agreement
bull Giving Useful Information
bull Moving Towards action
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PERFORMANCE FEEDBACK SKILLS
bull Feedback is the process of receiving and evaluating information about our behaviour
bull It tells us how another person sees our actions and gives us the choice to change our behaviour
bull It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRANSACTIONAL ANALYSIS (TA)
bull It is an important method of sensitivity training
bull The basic philosophy and approach to TA is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures
bull TA can help us to eradicate or minimize the dysfunctional aspect of our personality
bull The life script is a basic concept of TAWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
INTERPERSONAL COMMUNICATION SKILLS
Some of the very important skills that a facilitator can learn in a very short time are
bull Paraphrasingbull Summarizingbull Question Askingbull Extending andbull Non-verbal Cues
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP PROCESS ACTIVITY SKILLS
bull Group Maintenance Functionsbull Gate keepingbull Mediatingbull Listeningbull Encouragingbull Relieving Tension
bull Group Task Functionsbull Clarifying Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Focusing
bull Seeking Useful Information
bull Reaching Task Agreement
bull Giving Useful Information
bull Moving Towards action
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PERFORMANCE FEEDBACK SKILLS
bull Feedback is the process of receiving and evaluating information about our behaviour
bull It tells us how another person sees our actions and gives us the choice to change our behaviour
bull It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRANSACTIONAL ANALYSIS (TA)
bull It is an important method of sensitivity training
bull The basic philosophy and approach to TA is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures
bull TA can help us to eradicate or minimize the dysfunctional aspect of our personality
bull The life script is a basic concept of TAWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP PROCESS ACTIVITY SKILLS
bull Group Maintenance Functionsbull Gate keepingbull Mediatingbull Listeningbull Encouragingbull Relieving Tension
bull Group Task Functionsbull Clarifying Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Focusing
bull Seeking Useful Information
bull Reaching Task Agreement
bull Giving Useful Information
bull Moving Towards action
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PERFORMANCE FEEDBACK SKILLS
bull Feedback is the process of receiving and evaluating information about our behaviour
bull It tells us how another person sees our actions and gives us the choice to change our behaviour
bull It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRANSACTIONAL ANALYSIS (TA)
bull It is an important method of sensitivity training
bull The basic philosophy and approach to TA is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures
bull TA can help us to eradicate or minimize the dysfunctional aspect of our personality
bull The life script is a basic concept of TAWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Focusing
bull Seeking Useful Information
bull Reaching Task Agreement
bull Giving Useful Information
bull Moving Towards action
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PERFORMANCE FEEDBACK SKILLS
bull Feedback is the process of receiving and evaluating information about our behaviour
bull It tells us how another person sees our actions and gives us the choice to change our behaviour
bull It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRANSACTIONAL ANALYSIS (TA)
bull It is an important method of sensitivity training
bull The basic philosophy and approach to TA is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures
bull TA can help us to eradicate or minimize the dysfunctional aspect of our personality
bull The life script is a basic concept of TAWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PERFORMANCE FEEDBACK SKILLS
bull Feedback is the process of receiving and evaluating information about our behaviour
bull It tells us how another person sees our actions and gives us the choice to change our behaviour
bull It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRANSACTIONAL ANALYSIS (TA)
bull It is an important method of sensitivity training
bull The basic philosophy and approach to TA is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures
bull TA can help us to eradicate or minimize the dysfunctional aspect of our personality
bull The life script is a basic concept of TAWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRANSACTIONAL ANALYSIS (TA)
bull It is an important method of sensitivity training
bull The basic philosophy and approach to TA is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures
bull TA can help us to eradicate or minimize the dysfunctional aspect of our personality
bull The life script is a basic concept of TAWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TASK OF THE TRAINER
bull The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the ldquohere and nowrdquo situation
bull The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants
bull The trainer must have a specialistrsquos knowledge of the theory and practice of TA which must be clarified before he starts interpreting behaviour
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP TASK ROLES
bull Initiator bull InformationOpinion seekerbull InformationOpinion Giverbull Clarifierbull Co-ordinatorbull Orienter
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
GROUP BUILDING ROLES
bull Supporter
bull Harmonizer
bull Tension Relieverbull bull Encourager The Oxford approach
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SELF-CENTERED ROLES
bull Blocker
bull Aggressor
bull Recognition Seeker
bull Clown
bull DominatorWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
bull For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge skill and attitude components
Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Knowledge is defined ldquoin the context of a training programme that part which is concerned with imparting specific information needed in order to perform a task or a job It is commonly linked with the development of skills and attitudes as the component parts of training objectivesrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Skill is defined as ldquoAn organized and coordinated pattern of mental andor physical activity in relation to an object person event or display of information Skills may be described as perceptual motor manual intellectual social etc according to the context or the most important aspect of the skill patternrdquo
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull The distinction between knowledge skills and attitudes is important to the trainer because of the implications for designing a learning event
bull Trainers have to do different things may be different training methods depending on whether they are trying to develop knowledge skills or attitudes
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF KNOWLEDGE
bull The knowledge a person has can be of two types facts that a person can remember and ideas that a person understands
bull Based on above four categories of knowledge can be identifiedbull Factsbull Proceduresbull Conceptsbull Principles
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four categories
bull Thinkingbull Acting bull Reactingbull Interacting
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
bull This classification is also useful for the trainer
bull Reproductive Skills are the skills that are repetitive
Productive skills are those that require a certain amount of planning a strategy for decision-making and show substantial variations in the way they are done from one instance to another
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
bull The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories
Knowledge of facts can be developed by training involving repetition association of ideas and memorizing
ContdWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
Knowledge of procedures can be developed by repetition by using a performance aid or by guided discovery
Concepts can be learned by examples and non-examples or by guided discovery
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Principles can be learned from explanation and non-examples or by guided discovery
bull All skills require practice if they are to be developed ndashinitial training should follow the sequence of explanation ndashdemonstration ndashpractice ndashreview ndashconsolidation For reproductive skills usually all that is needed after initial training is further practice for the skill to develop to the required standard
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE
bull Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place
bull Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Displaying impatience or intolerance when trainees fail to understand or are slow to learn
bull Lacking commitment to the subject being taught or to training as an important function in the organization
bull Lacking in verbaloral skillsbull Trying to teach too much too quicklybull Refusing to accept criticism or advice on teaching
methodsbull Lacking in sociability and interest in the traineesbull Having an untidy appearance
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED
bull Outside interests particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others
bull Simulated exercises which resemble training situations
bull Informal judgments based on relationships within the work situation
bull Formal judgments based on performance appraisal group meetings developmental training
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSSubject matterspecialist
bull Planning and making presentationsbull Communicationbull Receiving and giving feedback
Facilitator of theLearning process
bull Using various training methodbull Communicationbull Making presentationsbull Motivating participationbull Using group processes forbull facilitating participating
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSFacilitator of theLearning process
bull Interpersonal relationsbull Receiving and giving feedback
Manager bull Coordinating work of those associated with the programme delivery
bull Decision-makingbull Mobilization of resources and
financial managementbull Public relationsbull General administration
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSDeveloper of an Individual
bull Communicationbull Interpersonal relationsbull Using group process for individual
developmentbull Coaching
Leader of the group
bull Handling difficult situations in the programme
bull Communicationbull Crisis interventionbull Conflict resolution
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
SKILLS OF A TRAINER (Cont)
We Learn ndash A Continuous Learning Forum
ROLES REQUIRED SKILLSLeader of the group bull Decision-making
bull Interpersonal relations
Planner bull Planning
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
QUALITIES OF A TRAINER
bull Enthusiastic bull Ability to work under pressurebull Sincerity and Opennessbull Flexibilitybull A Good Sense of Humourbull Willingness to Recognize Good Contributionbull Willingness to Accept Mistake and Apologies
For It
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
TRAINING STYLES OF A TRAINER
bull Corresponding to the learning styles of the participants there exists the training style of a trainer and they can be grouped under following key heads
bull Determinants of a training stylebull Constituents of a training stylebull Evolving a functional training style
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
bull A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy
bull Step 1 To convince yourself of the need to be open and willing to adopt an approach that is varied The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull the learning process enhancing the faith of the participants in theprogramme and increasing the credibility of the training team and the training agency
bull Step 2 You should assess the role of each of these constituents including your personal needs in your endeavor to realize the programme objectives To develop
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull a practical and effective training style the pitfalls of emphasis on any the four constituents must be carefully considered
bull Step 3 Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme On some occasions the need to provide quality inputs override all other elements while during others the training process gets precedence
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Step 4 As the programme progresses and it passes through different stages your style should also be suitably modified in accordance with the needs of the programme
bull Step 5 As a trainer you should work to a position where you are able to adapt your style to conform to the requirements of the programme with confidence and
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
ease You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process
bull Step 6 The basic elements of a training style are evolved through a process of interaction experience and experimentation
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
THE POWER OF BODY LANGUAGE
bull Besides communicating your feelings and attitudes body language does several thingsbull It makes messages more meaningful and
memorablebull It punctuates your presentationbull It relieves nervous tensionbull Posturebull Gestures
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
bull Gesturesbull Gestures naturally according to what you
think feel and saybull Create the conditions for gesturing ndashnot the
gesture bull Suit the gesture to the word or occasionbull Make your gestures convincingbull Make your gestures smooth and well-timedbull Make natural spontaneous gesturing a habit
ContdhellipWe Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Body Movementbull Facial Expressionbull Eye Contactbull Know your materialbull Establish a personal bond with each listenerbull Monitor visual feedback
Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious nervous mannerisms
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 1048708
bull Managers or their deputes who provide or supervise on-job training coaching or open and distance methods at the work place
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum
Welingkarrsquos Distance Learning Division
bull Full-time training staff who give formal training at training centers or assist line managers in the design provision and supervision of training at the work place
bull Managers specialists and other members of staff who give occasional inputs to training on particular subjects
We Learn ndash A Continuous Learning Forum