training of trainer

Training the Trainer

Sharing work shopTrainer Name: Mr. Ros Hoeun5 years experiences in Training and Development, Professional Life Trainer at Pour un Sourire d’Enfant (PSE)

SOCRATES

“I CANNOT TEACH ANYBODY ANYTHING, I CAN ONLY MAKE THEM THINK”

Bachelor of Art in Philosophy at Royal University of Phnom Penh

WHY PARTICIPATE THIS TRAINING?

T – Tell people things only if they cannot do so themselves or do not know it

R – Repetition and practice makes permanent and perfect A – Attitudes are not taught, they are caught I – Involve participants to get maximum results N – Needs analysis is the starting point of training E – Evaluate results for constant improvement R – Reading materials are to complement and reinforce

learning

Trainer Remember!

Writing and sharing Cooking Curry Chicken Unity Boat Hide & Seek

Expectations Check

Time keeping Mobile ‘phone use (or not) Confidentiality Listening to each other Agreeing to differ – respecting the opinions of

others Importance of asking questions

Typical issues that are included in a learning agreement include

Brain Size and Feature

Human Brain

First System

It’s for basic need or life demand

Body protection Sleeping or resting Food and Water Temperature

Second System

This is for emotional brain:

Self-encouragement or not self-encouragement

Self-confidence or not self-confidence

Attention or not attention

Interest or boring

Third System

This is intelligence brain, only human can have it. Comparison, analysis, judgment and relation. Review Imagination, creation Decision, planning

Speech Calculations Intellectual

Analysis Reading Writing Naming Ordering Sequencing Critique Evaluation Logic

Creativity Artistic Activity Musical ability Emotions Recognition Comprehension Perception of

abstract Spatial abilities Facial Expressions Holistic ability Intuition Images Color

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How can you give 3 cuts with this cake to make 8 equal pieces?

How can you plant 10 trees in 4 straight lines with 4 trees per each?

1. What is learning?2. Factors affecting learners and the learning process

MODULE 1: PROCIPLE OF LEARNING

What is learning

In the most basic sense learning involves acquiring new knowledge, skill and attitudes that result in some change in our ability to do something. In competence-based training we seek to promote a change that results in greater competence to perform certain desired work function

Principle 1: Use and stimulate the senses

Mental activity is stimulated through our five senses. Research suggests the following as percentages of how much each sense contributes to our learning

The greater the commination of our senses that are stimulated in learning, the more successful the learning is likely to be:

10% Of what we read20% Of what we hear30% Of what we see40% Of what we see and hear50% Of what we discuss70% Of what we experience90% Of what we teach

The best trainer need to engage students in thinking, questioning and doing real work activities is central to promoting effective learning

Principle 2: Recognize the learning curve

It is important, to help trainer and students to aware of these spurts and plateaus in their learning. This will help them to maintain their confidence and motivation in learning

Principle 3: Don’t abuse the attention span

Attention plays a crucial role in learning. Without good attention, learning is likely to partial ineffective

How to push the attention Reset Button ?

Tell a story Make them laugh Make a transition Break for Q & A Change something Get them to write Take a break Songs

How memory works ?How forgetting occurs ?

Principle 4: Encourage the effective use of memory

How memory work ?

1. A short-term memory system (STM), which can only cope with approximately 7 bits of information at one go.

2. A long term memory system (LTM), which has almost an infinite capacity for storing information. This contains all information we can recall

How forgetting occurs ?

Over 60% of factual information will be lost within 48 hours if there is no subsequent rehearsal or review of what was learn.

Making students understanding, question, answer sessions or activities are much more resistant to forget.

Principle 5: Try to motivate students in their learning

Maszlow’s Hierarchy of Needs

Self actualization

Esteem

Love / social

Safety

Physiological Breathing, food, water, sex, sleep…

Security, employment, family, health, property

Love, family, sexual intimacy

Self esteem, confidence, respect

Morality, creativity, problem solving…

Students can learn effectively and independently when they are interested in what they are learning include classroom

Principle 6: Accommodate different learning styles

• Seeing picture, words, diagrams

• Listening to explanation

• Actually doing the activity

1. Picture2. Scenes3. Images4. Logos5. Diagrams6. Graph7. Charts8. Photos9. Drawings

1.Words2.Music3.Sounds4.Accents5.Conversation

1. Exercise2. Action3. Reflection4. Task5. Experiment

Do remember that learning is a complex process and is influenced by many factors. Also students have their own distinct personalities, motivation, and concern. As trainer we try to understand both the general processes of learning and the uniqueness of each individual.

1. Objective Development 2. Learning Environment

Module 2

What is Objective?

Why Trainer have to develop objective ?

These are specific action statements, which specify what the trainee will be able to do, or say, or think, as a result of attending a course or a particular session. They do not state what the instructor will do or teach

Exhibit memory of previously learned materials by recalling facts, terms, basic concepts and answers

Knowledge of specifics - terminology, specific facts

Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology

Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures

Questions like: What are the health benefits of eating apples?

KnowledgeComprehension

ApplicationAnalysisSynthesisEvaluation

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas

• Translation• Interpretation• Extrapolation

Questions like: Compare the health benefits of eating apples vs. oranges.

Using new knowledge, Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different way

Questions like: Which kinds of apples are best for baking a pie, and why?

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations

• Analysis of elements• Analysis of relationships• Analysis of organizational

principles

Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.

Collect information together in a different way by combining elements in a new pattern or proposing alternative solutions

Production of a unique communication

Production of a plan, or proposed set of operations

Derivation of a set of abstract relations

Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.

Present and defend opinions by making judgments about information, power of ideas or quality of work based on a set of criteria

Judgments in terms of internal evidence

Judgments in terms of external criteria

Questions like: Do you feel that serving apple pie for an after school snack for children is healthy?

describe

discuss

explain

express

identify

locate

report

restate

review

translate

calculate

dramatize

employ

examine

illustrate

interpret

operate

practice

schedule

define

record

relate

repeat

underline

analyze

calculate

categorize

compare

contrast

debate

diagram

differentiate

examine

question

arrange

collect

compose

construct

create

design

formulate

integrate

manage

organize

prescribe

propose

choose

compare

criticize

estimate

evaluate

measure

revise

select

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION

Goodhart F., Verdi P., Kennedy S. Assuring Quality in Health Education. Presented at the Mid-Atlantic College Health Association, October 25, 1991. MD,: Baltimore.

Reprinted with permission from Dr. Susan Kennedy

A Clear Guide to Writing Objective Statements

A well-written objective statement provides a clear picture of the outcome or performance you expect as a result of the lesson. It should be specific, concise, and, most importantly, observable or measurable.

Objective statements contain three parts:

Objective Part Description Verb

BehaviorPerformance

Specific and observable List, Define, Solve, state, describe,

ConditionTo drive , The pilot fly “In which condition”

List? Define? Solve? State? Describe? To drive? To fly? To type?

Criterion Expected level To type “How long it can take? An hour, a day or a month?

What is learning ?

Learning is the process of acquiring new knowledge, skill and attitude. So objective must be contain with this three elements.

The knowledge

KNOWLEDGE

Know the main towns of all

countries

Know the multiplying

tables

Know the list of US presidentsKnow a poem

The SAVOIR is what you can learn by heart

The know-how

The SAVOIR-FAIRE is what you are ABLE to do

Know-how to bake a cake

Know-how to write a letter

Know-how to take notes

Know-how to register invoices

Know-how to build a wall

KNOW-HOW

The soft skills

The SAVOIR-ÊTRE is the behaviour among other people.The soft skills are all what is not technical.

SAVOIR-ÊTREWelcome a customer

Be smileyBehave well

Be strong when necessary

To put an objective into words

To write clear objective, clear and precise words must be used, in order to avoid confusing and wrong interpretations

Words to avoid

To know To write

To understand To say

To appreciate To identify

To believe To list

To compare

Words to use

Learning Environment

1. What kinds of class environment you have learnt ?

2. What kinds of class environment you want to learn ?

1. “U” shapeAdvantages• Businesslike• Trainer can walk into ‘U’• Generally good participant visibility• Standard, therefore non-threatening

Disadvantages• Somewhat formal; needs ice-breaking• Some participants masked by audio visual equipment• Front participants constantly at 60-90° (neck ache)• Rear participants are far from screen/flip chart

FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video

Advantages• Best pattern for visibility/neck ache• Optimum trainer/participant contact• Less formal and intimidating than ‘U’

Disadvantages• Space requirements (only small groups)

2. ‘V’ shape

3. Herring BoneAdvantages Space effective for large numbers All participants at good angle to screen/flip chart, etc Trainer can walk down ‘spine’

Disadvantages Several participants ‘masked’ by others Reminiscent of school Encourages dysfunctional groupings Rear participants far from screen/flip chart, etc Relatively poor participant/trainer contact

‘Bistro’

Advantages Ideal for ‘teambuilding’ sessions and small group workshops Informal: encourages maximum trainee participation/identification Original: encourages open-mindedness Trainer can ‘circulate’

Disadvantages Some participants have poor visibility or may be constantly at an angle to screen/flip chart May foster lack of attention and encourage side conversations Encourages splinter group identification

4. ‘Bistro’

5. CircleAdvantages Ideal for sensitivity training sessions Encourages maximum participant involvement Excellent trainer/participant contact Minimum side conversations; no informal group formation

Disadvantages Difficult to find tables which can be set up in a circle Some participants have poor visibility/neck ache Without suitable tables participants may feel unnecessarily ‘exposed’ Overtones of ‘touchy/feely’ style encounter groups

Advantages If room is well designed, excellent visibility and acoustics Very space-effective Good for lecture-type presentations

Disadvantages Very poor trainer/participant contact Difficult to set up unless room is designed with permanent seating Back rows must be elevated

6. Amphitheatre

Effective Training

Techniques

What is training Techniques?

• Brainstorming• Group Work • Demonstration• Role Play• Case Study• Lecture• Study Tour• Story Telling

Training Techniques

Source: Action for Research and Development (ARD)

Brain Storming

Measurement Understanding

Not reject the idea

Group Work

Speak out more For shy participants

Fully participation Helping each other

Five Stages

Perhaps the most widely-used theory of group process was described by BW Tuckman. He described groups as typically going through four stages:

forming

storming

norming

performing

Later, Tuckman added a fifth stage, signifying the importance of the way groups are ended: adjourning.

When people come together for the first time, they may be excited, wary, hopeful, shy, curious, anxious, and so on. In the training context, the trainer usually tries to put participants at ease by:

–giving them a chance to get to know one another (through icebreaker activities);

–letting them know what they can expect of the course (aims, objectives and the course schedule); and

–clarifying how they are expected to work together during the course (ground rules).

Forming

forming

storming

norming

Performing

adjourning.

During this stage, some participants may be a bit shy and may be reluctant to put forward their points of view, or even to call attention to themselves, in case they 'get it wrong' and are criticized by the tutor or other group members.

Having frequent coffee breaks helps to facilitate the forming stage, giving participants more informal opportunities to explore what they have in common with each other.

During the forming stage, people may get together into smaller subgroups. The trainer may be able to facilitate or manipulate this, if appropriate.

forming

storming

norming

Performing

adjourning.

As participants get to know the tutor and each other and the tutor, and start to explore the course material, some of them may find that they disagree as well as agree about various things, including how they would like to work within the course.

As they feel more confident and bolder, they may argue for their point of view, and may challenge the trainer or try to attract their attention. They may even challenge one or more of the ground rules set by the trainer or group.

At this stage, people often take a particular role within a group (we will look at group roles later in this module). This role is likely to be similar to roles they have taken in other group situations (such as family, school or workplace).

forming

storming

norming

Performing

adjourning.

Norming

Once participants have explored their roles, their points of view, and perhaps their own different aims within the course, they generally come to a consensus of how they will work together towards common goals.

forming

storming

norming

Performing

adjourning.

forming

storming

norming

Performing

adjourning.

Once they have agreed on their negotiated ground rules and their goals, and become more familiar and comfortable with other group members, they can focus on the learning activities, rather than on the group itself.

Performing

forming

storming

norming

Performing

adjourning

Adjourning

A training course group eventually comes to an end. At the end of a course, it is useful to summaries or review the main learning points, so that participants leave with a sense that their time has been well spent. It is also helpful to assess what they have learned, as individuals, so that they feel their achievements have been recognized.

•A course ending also marks the transition to the next people need to be clear about what comes next.

It can help to let them know about opportunities they may have to get together in the future (eg at workers' meetings and/or at social events, if your bureau has them).

You can also give them some free time during the last session to exchange contact information, if they wish to do so. You may also want to have a party or

Student Demonstration

Interested and easy to get knowledge

Demonstrate function of copier

Role Play

Use their imagination, knowledge, experiences

Identify greatest strength and weakness

by feedback

Get experiences while facing real situation

Case Study

Lecture

Story Telling

Study Tours

EFFECTIVENESS OF DIFFERENT METHODS

Trainer pay attention !

Name and faces Icebreakers Enthusiasm Nerves Behaviors Light house Techniques Discussion Going

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Listen to name Spell it in your head Repeat name as often as possible during training event

NAMES AND FACES

Professional trainers always start with an Icebreaker or Inclusion Activity

When trainees arrive in a training room they are usually a loose mix of individuals with different mind sets

At the beginning of a course, trainees are usually not thinking about the trainer or the course content but about their neighbor, coffee time for phoning/messages, the

ICEBREAKERS

If you’re not enthusiastic about your subject, howcan you expect the trainees to be!!

Consciously use your eyes and eyebrows to communicate enthusiasm

Always keep a energy in your voice Fight boredom of repetitive sessions by

introducing new stories, examples, etc, or by changing lesson structure

ENTHUSIASMYOU GOTTA BELIEVE!

NERVES

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LIGHTHOUSE TECHNIQUE

DISCUSSION GOING

Building

Boosting

Blocking

Bantering

Build on lacking answers by adding own comments and asking for agreement or disagreement

Support shy participants’ contributions, boost their confidence and ask for extra comment

Interrupt dominant/talkative/aggressive participants by asking what others think

Establish non-threatening atmosphere by engaging in friendly repartee with outgoing participants

What Skill Trainer should have ?

Skill Trainer

Trainer

Communication Skill

Listening Skill

Questioning Skill

Presentation Skill

AimWho you

speak to ?

Main PointsTitle

Summarize Confirmation

Rephrase

Paraphrase

Listening Express Feeling

General

Re-direct

Direct

Questioning

Words Mind

ActionsEyes

Communication

SorryThank u

Greatest Motivational Principle: People Do what People See

Step 1: I do it.

Step 2: I do it and you’re with me.

Step 3: You do it and I’m with you.

Step 4: You do it.

Step 5: You do it and someone is with you.

Source: John C. Maxwell

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Course Development

The grids of Training

Evaluating

Assessing

Follow up

Designing

Delivering

• Decide what specific knowledge, skills, and attitudes are needed to improve the employee’s performance in accordance with the company’s standards.

Assessing

The objective in establishing a needs analysis is to find out the answers to the following questions:

- “Why” is training needed?- “What” type of training is needed?- “When” is the training needed?- “Where” is the training needed?- “Who” needs the training? and "Who" will conduct the training?- “How” will the training be performed?

ASSESSING

Analysis outlining specific training needs are customer dissatisfaction, low morale, low productivity, and high turnover.

• Data Collection (Survey)• Observation• Interview• Custom comment card

Designing

• Training Objective• Course Syllabus• Training Materials • Hand out• Video Clip

Delivering

Participant Participant

Trainer

How to Deliver ?

Delivering

Group Work Case Study Brain Storming Role Play Action Reflection Video Clip Speaker (Inside or Outside)

Follow up

Whether the participants apply what they had study or not?

Manager Supervisor Teacher in charge Friend Family

Evaluating

Evaluation process after the training is critical. Without it, the trainer does not have a true indication of the effectiveness of the training.

Evaluating

• Daily Evaluation• Pre-Test • Post Test• Observation• Comment Card

Benefits for evaluating a training program.

• First, evaluations will provide feedback on the trainer’s performance, allowing them to improve themselves for future programs.

• Second, evaluations will indicate its cost-effectiveness.

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