training of trainer
TRANSCRIPT
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
9
Brain Size and Feature
10
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
LL R
លឿ��ង លឿ��វ ក្រហម
ក្រហម បៃ តង លឿ��ង
បៃ តង លឿ�� ក្រហម
បៃ តង ក្រហម លឿ��វ15
How can you give 3 cuts with this cake to make 8 equal pieces?
16
How can you plant 10 trees in 4 straight lines with 4 trees per each?
17
18
1
3
4
2
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 ?
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.
KnowledgeComprehension
ApplicationAnalysisSynthesisEvaluation
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?
KnowledgeComprehension
ApplicationAnalysisSynthesisEvaluation
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.
KnowledgeComprehension
ApplicationAnalysisSynthesisEvaluation
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.
KnowledgeComprehension
ApplicationAnalysisSynthesisEvaluation
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?
KnowledgeComprehension
ApplicationAnalysisSynthesisEvaluation
describe
discuss
explain
express
identify
locate
report
restate
review
tell
translate
apply
calculate
dramatize
employ
examine
illustrate
interpret
operate
practice
schedule
solve
use
count
define
draw
list
name
record
relate
repeat
underline
analyze
calculate
categorize
compare
contrast
debate
diagram
differentiate
examine
question
test
arrange
collect
compose
construct
create
design
formulate
integrate
manage
organize
plan
prescribe
propose
choose
compare
criticize
estimate
evaluate
judge
measure
rank
rate
revise
score
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
51
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
52
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
53
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
54
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
FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video
FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video
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’
FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video
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
FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video
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
FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video
69
Effective Training
Techniques
70
What is training Techniques?
71
• Brainstorming• Group Work • Demonstration• Role Play• Case Study• Lecture• Study Tour• Story Telling
Training Techniques
Source: Action for Research and Development (ARD)
72
Brain Storming
Measurement Understanding
Colle
ction
, Eng
age
parti
cipan
ts
Not reject the idea
73
Group Work
Speak out more For shy participants
Fully participation Helping each other
Confi
dent
to sp
eak
Shar
ing
74
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.
75
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.
76
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.
77
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.
78
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.
79
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
80
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
81
Student Demonstration
Interested and easy to get knowledge
Demonstrate function of copier
82
Role Play
Use their imagination, knowledge, experiences
Identify greatest strength and weakness
by feedback
Get experiences while facing real situation
83
Case Study
84
Lecture
85
Story Telling
86
Study Tours
87
EFFECTIVENESS OF DIFFERENT METHODS
88
Trainer pay attention !
89
Trainer pay attention !
Name and faces Icebreakers Enthusiasm Nerves Behaviors Light house Techniques Discussion Going
• All remains
kareRCIserIsvIFIsaRsþsMrbsMrYleTAtamkMrityl;dwgrbs;Gñk
cUlrYmGñkcUlrYme
cHGkSrGñkcUlrY
mecHGkSr
tictYc
GñkcUlrYmmin
ecHGkSr
- karbMpusKMnit
- karpþl;emeron¼]eTÞsnam
- krNIsikSa- TsSn³kic©
sikSa- lMhat;kic
©kar-RkumBiPkSa
- kareFVIbgðaj
- niTanerOg
- rUbPaB nigvIedGU
- TsSn³kic©sikSa
- ]TahrN_
- sMEdgerOg
- rUbPaB b¤vIedGU
- TsSn³kic©sikSa
- RbvtþirUb
91
When faced with a room full of new trainees you will need to remember their names
Listen to name Spell it in your head Repeat name as often as possible during training event
NAMES AND FACES
92
Professional trainers always start with an Icebreaker or Inclusion Activity
WHY?
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
93
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!
94
NERVES
Gakb,kiriya
kayvikar
eCosvageRbIRmamcg¥úleTAGñkscUlrYm[eKmaneyabl;
eCosvagelIkédeCIgRceg:gRcga:g
RtUvmankayvikarsmrmü RtUvEbmuxeTAkan;GñkcUlrY
m eCosvagkarBnül;eTAkþaexon
RtUvedIrcuHeLIgeTAkan;RKb;GñkcUlrYmeCosvagedIrEbxñgdak;GñkcUlrYm KYredIrfyeRkayebIcg;edIr eTAkan;kþaexon
RtUvesøókBak;[)ansmrmü éføfñUr EteCosvagesøókBak;eday tubEtghYs ehtueBk
96
Sweep the audience with your eyes, staying only 2-3 seconds on each person - unless in dialogue.
LIGHTHOUSE TECHNIQUE
97
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
98
What Skill Trainer should have ?
99
Skill Trainer
Trainer
Communication Skill
Listening Skill
Questioning Skill
Presentation Skill
100
Presentation Skill
AimWho you
speak to ?
Main PointsTitle
101
Summarize Confirmation
Rephrase
Paraphrase
Listening Express Feeling
102
General
Re-direct
Direct
Questioning
103
Words Mind
ActionsEyes
Communication
SorryThank u
104
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
]bkrN_¼sMPar³sMrab;k
ar bNþúHbNþ
al
etIsMPar³¼]bkrN_sMrab;karbNþúHbNþalmanGVIxø
H? sMPar³¼]bkr
N_ pÞaMgrUbPaBEdlmansarGb;rMxøI² ma:suInbBa©aMgsøayrUbKMnUTUrTsSn_¼vIedGUrUbftviTüú¼ma:ejÉksaremeron Rbdab;bMBgsMlgkþaexonb½NÑtUcma:suInbBa©aMgRkdaspøas;sÞiicRkdaspÞaMgFM
]bkrN_¼sMPar³TaMgenaH EckecjCab:unµanRbePTGVIx
øH?
emIleXIj
pÞaMgrUbPaBEdlmansarGb;rMxøI² RkdaspÞaMgFM
rUbKMnU ma:suInbBa©aMgsøay ma:suInbBa©aMgRkdaspøas;sÞiic
rUbftÉksaremeronb½NÑtUckþaexon
]bkrN_¼sMPar³TaMgenaH EckecjCab:unµanRbePTGVIx
øH?B£ viTüú¼ma:ej
emIleXIj nigB¤
TUrTsSn_¼vIedGUemIleXIj B¤ nigeqøIy)an ¬BIrpøÚv¦
Rbdab;bMBgsMelg ¬mIRkUhVÚn¦FnFanmnusS ¬KMrU cas;RBwT§acarü .l.¦
plRbeyaCn_ nigrebobeRbIsMPar³¼]bkr
N_TUrTsS
n_¼vIedGU
plRbeyaCn_pSBVpSaytamrebobmhaCn EdlGac[ cMnYnénGñkcUlrYmTTYlyknUvcMeNHdwgeRcInKña)an.
rebobeRbI ³ •KYeRCIserIsTIkEnøggwtbnþic ehIykuMdak;vaTabeBk b¤x<s;eBk RBmTaMgrkTItaMg[GñkcUlrYmGacemIl eXIjc,as; nigsþab;B¤c,asl¥.•GacbBa©aMgmun b¤eRkayemeron
plRbeyaCn_ nigrebobeRbIsMPar³¼]bkr
N_Rbdab;bBa©aM
g
plRbeyaCn_ Gac[GñkcUlrYmTTYl)annUvBt’manc,as;las;BIcMnucmYy eTAcMnucmYy ehIymüa:g eTotvak¾ CarebobfµIkñúg karBnül; bkRsay pgEdr.
rebobeRbI pøassÞicRtUvEtbiT)aMgeday
RkdasesþIg ehIymuneBlbþÚrpøas;sÞicni
mYy² RtUvEtbiTkugtak; ePøIgCa
munsinedIm,IgayRsYleRtomdak;pøas;sÞicfµI.
eKGacdak;pøassÞicRtYtelIKñaeRcInCan;k¾)an
edimI,)anrUbPaBtamtMrUvkar.
eKGacsresrbEnßmGkSr b¤KUrrUbPaBenAeBlkMBugb
Ba©aMgk¾)an.eKGacdamykrUbpaBFMBIvak
¾)an.
plRbeyaCn_ nigrebobeRbIsMPar³¼]bkr
N_kþaexon plRbeyaCn_
sMrab;sresr
b¤kt;RtaBnül;)anga
yRsYl
rebobeRbI RtUvEteRbIhVWtNamYyEdltMrUvnwgkþaexonb:ueNÑaH ehIynwgminRtUveRbIb‘ÍchVWtEdllb;min RCHenaHeT.
plRbeyaCn_ nigrebobeRbIsMPar³¼]bkr
N_pÞaMgKMnUrplRbeyaCn_
Gacbgðaj[GñkcUlrYmeXIjc,as;las;GMBIskmñPaBGVImYytamry³r
UbPaB.
rebobeRbI biTenAnwgkEnøg b¤kan;bgðajedIm,IBnül; b¤sUrdl;GñkcUlrYm
plRbeyaCn_ nigrebobeRbIsMPar³¼]bkr
N_pÞaM
gRkdasF
M plRbeyaCn_
CYykñúgkarkt;Rtaeyabl; b¤KMnitrbs;GñkGb;rM b¤GñkcUlrYmedIm,Igay
RsYldl;kareLIg Bnül;bkRsay
rebobeRbI •RtUvsresrGkS[)anc,as;² ehIynwgFM²• RtUveRbIhVWtEdltMrUvsMrab;va.
eKalkarN_eRbIR)as;sMPar³¼]bkrN’
samBaØBitCak;EsþgmanBN’cMruHgayRsYlkñúgkarcat;EcgeRbIR)as;
c,as;l¥ : minRBal nigminEsøt :
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.