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See all Premium member Presentation Transcript TRAIN THE TRAINER 2007 : TRAIN THE TRAINER 2007 TUTOR GROUPS : TUTOR GROUPS Your Tutor is ………..(insert name) Session 1 : Team Building : Session 1 : Team Building Learning Objectives By the end of this session participants will: Be able to name the people in your group Have participated in a team building exercise Have built a giraffe Be able to tell the difference between a ‘group’ and a ‘team’ Giraffe Building : Giraffe Building You have 12 minutes to work as a team building a giraffe. For those of you that can’t quite remember what a giraffe looks like, here is a picture (Show picture). The giraffe must be free-standing and you may only use the materials provided. You will have four minutes to discuss your plan for building the giraffe in which you may not commence building.You will then have eight minutes to construct the giraffe'. Picture of Giraffe : Picture of Giraffe Session 2: What is Training? Is Training the Answer? : Session 2: What is Training? Is Training the Answer? By the end of this session participants will be able to: Define training Discuss the benefits of training Identify situations where training is appropriate Group exercise : Group exercise 'Training, development and education are just different words to describe the same activity.' 'With all the demands on staff and students’ time, they don’t have time for training.' 'Trainers should go back to their colleges and organise a series of training events after this residential.' Session 3 : Your role as a trainer : Session 3 : Your role as a trainer Learning Objectives By the end of this session participants will: Discuss the role of a trainer Identify the skills, qualities and experience of a great trainer Compare the needs of co-trainers and individual trainers Group Exercise : Group Exercise Why do we have a trainer? What is it they are there to do? What are the benefits and potential difficulties in: Co-training? Individual Training? Why do we have a trainer? What is it they’re there to do?: Why do we have a trainer? What is it they’re there to do? To facilitate the training To ensure an equal opportunities environment To provide support and guidance To evaluate sessions To ensure all trainees are able to participate To vary training methods Prepare for the training - Ensure all the equipment is ready Explain the aim of the exercise Set objectives Share past experiences Inform trainees of timings and keep to them Evaluate themselves as a trainer Mediate What are the benefits and potential difficulties in: Co-training? : What are the benefits and potential difficulties in: Co-training? Benefits Support (moral/ practical) Exchange Ideas Variety of styles of participants Not as tiring Opportunity for peer evaluation Potential Difficulties Allocation of work Who will take overall responsibility? Compromise Interrupting each other Different styles of trainers What are the benefits and potential difficulties in: Individual training? : What are the benefits and potential difficulties in: Individual training? Benefits Can still have trainers meetings to exchange ideas Can have overall responsibility Good for self confidence Potential Difficulties On our own If asked questions that are outside of the tutors notes-can’t answer them straight away If you’re ill/ tired No support in the training room What would co-trainers need to consider? : What would co-trainers need to consider? Be aware of each others strengths and weaknesses Be aware of each others styles Listen and maintain good communication Set goals together Peer evaluation Establish clear roles, and ways you will work together (for example – one person writes on flipchart whilst the other one takes ideas from trainees) Set ground rules (eg have a signal that can be used if one person is struggling – so 'if I pick up a pink pen I am struggling and would like you to take over') outside of the session prepare course content develop knowledge of what is being taught self-evaluate after the session identify needs of trainees commitment to sessions / organisation / developing the culture The Great Trainer : The Great Trainer Leave personal issues outside the training room 2. Equal Opportunity 3. Facilitation 4. Acting as a model 5. Confidentiality 6. Nobody’s perfect Session 4: Learning Styles & Training Methodology : Session 4: Learning Styles andamp; Training Methodology Describe the stages of Kolb’s learning cycle Describe techniques that are used in Accelerated Learning Describe a variety of learning styles List and describe common training methods Match training methods and learning styles Explain the functions of the left and right hemispheres of the brain Describe the MASTER model Apply accelerated learning methods to the training environment Factors that affect how adults learn : Factors that affect how adults learn Their motivation to learn Linking their learning to past, present or future experiences Practising what they have been taught Learning in an informal, stimulating and comfortable environment The Competency Staircase : The Competency Staircase unconscious incompetence conscious incompetence conscious competence unconscious competence Kolb’s Learning Cycle : Kolb’s Learning Cycle Concrete Experience Abstract Conceptualisation Active Experimentation Reflective Observation Learning Styles Questionnaire : Learning Styles Questionnaire Are you an Activitist ? Pragmatist ? Reflector ? Theorist ? When you have completed the questionnaire look forward in your workbook for an explanation of the different learning styles M – Mindful State A – Acquiring InformationS – SenseT – Triggers E – Exhibit R - Review: M – Mindful State A – Acquiring Information S – Sense T – Triggers E – Exhibit R - Review Session 5 – Review of Day two : Session 5 – Review of Day two By the end of this session participants will: Be energised Identified what was learnt from the previous day’s session Explain how they can use this in their job "The human brain starts working the moment we are born, and stops the moment we stand up to speak in public" : 'The human brain starts working the moment we are born, and stops the moment we stand up to speak in public' Sir George Jessel Session 6 : Training skills for trainers : Session 6 : Training skills for trainers By the end of this session participants will: Apply techniques for presenting information Discuss the importance of preparation List the stages in the communication process Apply effective questioning to facilitate discussions Discuss methods of giving feedback Benefits of Presenting Information: Benefits of Presenting Information interactive and exciting - definitely not passive gives lots of information very quickly combines learning preferences trainer can adapt content to the needs of the group and personalise session trainer can adjust the pace of the session to the group allows audience to ask questions andamp; check points encourages creative thinking - people bouncing ideas off one another a good trainer will measure the understanding of the group by asking questions. fun - there is the personal touch (the human element) Think of the strengths and weaknesses of a presentation you’ve seen in terms of … : Think of the strengths and weaknesses of a presentation you’ve seen in terms of … Group 1 The presenter (their appearance, behaviour etc.. Their communication with the audience (e.g. confidence, body language etc..) Group 2 The content of the presentation The materials that they used to deliver it Strengths and weaknesses of a presentation in terms of the trainer : Strengths and weaknesses of a presentation in terms of the trainer make sure that they were fully prepared with materials and equipment personal appearance and presentation clarity of delivery Punctuality keeping to the point Introduction Strengths and weaknesses of a presentation in terms of communication with the audience : Strengths and weaknesses of a presentation in terms of communication with the audience they found out what group knew already (best to start by assuming nothing) stopped for questions regularly didn’t use jargon and technical terminology involved the group actively (ideas stormed ideas, asked questions etc.) looked for feedback to check that the group were paying attention (if not, they GRAB it!) Strengths and weaknesses of a presentation in terms of content : Strengths and weaknesses of a presentation in terms of content familiarity with content presented it in easy to digest 'chunks' checked that audience understood before presenting more information Strengths and weaknesses of a presentation in terms of materials : Strengths and weaknesses of a presentation in terms of materials focused and positioned the OHP well limited text on Slides large font - easy to read knew how to use resources correctly arranged the room to suit the audience - ensured plenty of light and air and space Information Sandwich : Information Sandwich 'Say what you are going to say, Say it andamp; say what you’ve just said'. Aardvark : Aardvark Cycle of Communications : Cycle of Communications SENDER MESSAGE RECEIVED ENCODES DECODES RECEIVER RESPONDS “hearing is the process of the ears receiving sound;listening is the process of the brain attaching meaning to the sound” : 'hearing is the process of the ears receiving sound; listening is the process of the brain attaching meaning to the sound' Giving Feedback : Giving Feedback Positive feedback is highly motivating. 2. Focus on behaviour not on the person 3. Be specific not general. 4. Report feelings or consequences of behaviour 5. Be timely Scenario's for giving feedback : Scenario's for giving feedback Someone who during the review of the day makes the same mistake for the fourth time. Someone who has not contributed and is yawning occasionally Someone who offers suggestions to the group, but always begins sentences with 'I am not sure if this right, but..........' Things to consider when presenting : Things to consider when presenting Posture and Body Language Voice Eye Contact Answering Questions The Right Attitude Session 7 : dealing with difficult trainees : Session 7 : dealing with difficult trainees By the end of this session participants will: Identify different types of distinctive behaviour List strategies aimed at neutralising the impact of different behaviours on a group Identify techniques for better managing your group Top 10 tips to deal with difficult trainees : Top 10 tips to deal with difficult trainees 1. Set ground rules at the start - and refer back to this if needed 2. Smile (naturally) andamp; use eye contact 3. Room set-up - ensure that the room is set up well, with plenty of light and space 4. Redirect trainee’s attention regularly - to yourself/flip chart/exercise/other trainees - this way, trainees are less likely to get bored 5. Involve everyone physically - e.g. Put up a flip chart on the wall, give out handouts/resources, using good icebreakers, move trainees around in small groups regularly Top 10 tips for dealing with difficult trainees cont … : Top 10 tips for dealing with difficult trainees cont … 6. Engage your audience - use humour to counter any resistance to learning; exaggerate bad examples when explaining how NOT to do some-thing, emphasise the unusual 7. Change the pace of the training - at least every 20 minutes 8. Check the trainees’ understanding regularly 9. Be physically near to the trainees - they will pay more attention when they feel your presence, andamp; you become part of the group more quickly 10. Use practical examples of how to apply the theory andamp; skills - summarising the benefits of the training. Session 8 : Dealing with fears : Session 8 : Dealing with fears Learning Objectives By the end of this session participants will: Have identified any remaining fears Be able to control these fears You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
TTT powerpoint Alien Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 695 Category: News & Reports.. License: All Rights Reserved Like it (2) Dislike it (0) Added: September 14, 2007 This Presentation is Public Favorites: 5 Presentation Description No description available. Comments Posting comment... By: lolaraafat (15 month(s) ago) Good Afternoon, Can you share yr presentation with me lola_hos_ma@yahoo.com Because it is really great Job and it will help me too much Thank you in advance Saving..... Post Reply Close Saving..... Edit Comment Close By: Morro82 (15 month(s) ago) I really like this presentation if you don't mind me translating some parts of it to arabic and conducting it kindly email it to me at samar_gamil82@hotmail.com Saving..... Post Reply Close Saving..... Edit Comment Close By: trainbrite (19 month(s) ago) I like it ! Thank you Authorpoint for this great presentation. could you kindly send it to my address: Trainbrite@gmail.com Thank you extremely. Saving..... Post Reply Close Saving..... Edit Comment Close By: prof_eduards (25 month(s) ago) very informative! may i please request for a copy? thank you and more power! prof_eduards@pldtdsl.net Philippines Saving..... Post Reply Close Saving..... Edit Comment Close By: sosoule (32 month(s) ago) Hi, Can you share yr presentation with me. Great work :D juanpek@live.com Saving..... Post Reply Close Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript TRAIN THE TRAINER 2007 : TRAIN THE TRAINER 2007 TUTOR GROUPS : TUTOR GROUPS Your Tutor is ………..(insert name) Session 1 : Team Building : Session 1 : Team Building Learning Objectives By the end of this session participants will: Be able to name the people in your group Have participated in a team building exercise Have built a giraffe Be able to tell the difference between a ‘group’ and a ‘team’ Giraffe Building : Giraffe Building You have 12 minutes to work as a team building a giraffe. For those of you that can’t quite remember what a giraffe looks like, here is a picture (Show picture). The giraffe must be free-standing and you may only use the materials provided. You will have four minutes to discuss your plan for building the giraffe in which you may not commence building.You will then have eight minutes to construct the giraffe'. Picture of Giraffe : Picture of Giraffe Session 2: What is Training? Is Training the Answer? : Session 2: What is Training? Is Training the Answer? By the end of this session participants will be able to: Define training Discuss the benefits of training Identify situations where training is appropriate Group exercise : Group exercise 'Training, development and education are just different words to describe the same activity.' 'With all the demands on staff and students’ time, they don’t have time for training.' 'Trainers should go back to their colleges and organise a series of training events after this residential.' Session 3 : Your role as a trainer : Session 3 : Your role as a trainer Learning Objectives By the end of this session participants will: Discuss the role of a trainer Identify the skills, qualities and experience of a great trainer Compare the needs of co-trainers and individual trainers Group Exercise : Group Exercise Why do we have a trainer? What is it they are there to do? What are the benefits and potential difficulties in: Co-training? Individual Training? Why do we have a trainer? What is it they’re there to do?: Why do we have a trainer? What is it they’re there to do? To facilitate the training To ensure an equal opportunities environment To provide support and guidance To evaluate sessions To ensure all trainees are able to participate To vary training methods Prepare for the training - Ensure all the equipment is ready Explain the aim of the exercise Set objectives Share past experiences Inform trainees of timings and keep to them Evaluate themselves as a trainer Mediate What are the benefits and potential difficulties in: Co-training? : What are the benefits and potential difficulties in: Co-training? Benefits Support (moral/ practical) Exchange Ideas Variety of styles of participants Not as tiring Opportunity for peer evaluation Potential Difficulties Allocation of work Who will take overall responsibility? Compromise Interrupting each other Different styles of trainers What are the benefits and potential difficulties in: Individual training? : What are the benefits and potential difficulties in: Individual training? Benefits Can still have trainers meetings to exchange ideas Can have overall responsibility Good for self confidence Potential Difficulties On our own If asked questions that are outside of the tutors notes-can’t answer them straight away If you’re ill/ tired No support in the training room What would co-trainers need to consider? : What would co-trainers need to consider? Be aware of each others strengths and weaknesses Be aware of each others styles Listen and maintain good communication Set goals together Peer evaluation Establish clear roles, and ways you will work together (for example – one person writes on flipchart whilst the other one takes ideas from trainees) Set ground rules (eg have a signal that can be used if one person is struggling – so 'if I pick up a pink pen I am struggling and would like you to take over') outside of the session prepare course content develop knowledge of what is being taught self-evaluate after the session identify needs of trainees commitment to sessions / organisation / developing the culture The Great Trainer : The Great Trainer Leave personal issues outside the training room 2. Equal Opportunity 3. Facilitation 4. Acting as a model 5. Confidentiality 6. Nobody’s perfect Session 4: Learning Styles & Training Methodology : Session 4: Learning Styles andamp; Training Methodology Describe the stages of Kolb’s learning cycle Describe techniques that are used in Accelerated Learning Describe a variety of learning styles List and describe common training methods Match training methods and learning styles Explain the functions of the left and right hemispheres of the brain Describe the MASTER model Apply accelerated learning methods to the training environment Factors that affect how adults learn : Factors that affect how adults learn Their motivation to learn Linking their learning to past, present or future experiences Practising what they have been taught Learning in an informal, stimulating and comfortable environment The Competency Staircase : The Competency Staircase unconscious incompetence conscious incompetence conscious competence unconscious competence Kolb’s Learning Cycle : Kolb’s Learning Cycle Concrete Experience Abstract Conceptualisation Active Experimentation Reflective Observation Learning Styles Questionnaire : Learning Styles Questionnaire Are you an Activitist ? Pragmatist ? Reflector ? Theorist ? When you have completed the questionnaire look forward in your workbook for an explanation of the different learning styles M – Mindful State A – Acquiring InformationS – SenseT – Triggers E – Exhibit R - Review: M – Mindful State A – Acquiring Information S – Sense T – Triggers E – Exhibit R - Review Session 5 – Review of Day two : Session 5 – Review of Day two By the end of this session participants will: Be energised Identified what was learnt from the previous day’s session Explain how they can use this in their job "The human brain starts working the moment we are born, and stops the moment we stand up to speak in public" : 'The human brain starts working the moment we are born, and stops the moment we stand up to speak in public' Sir George Jessel Session 6 : Training skills for trainers : Session 6 : Training skills for trainers By the end of this session participants will: Apply techniques for presenting information Discuss the importance of preparation List the stages in the communication process Apply effective questioning to facilitate discussions Discuss methods of giving feedback Benefits of Presenting Information: Benefits of Presenting Information interactive and exciting - definitely not passive gives lots of information very quickly combines learning preferences trainer can adapt content to the needs of the group and personalise session trainer can adjust the pace of the session to the group allows audience to ask questions andamp; check points encourages creative thinking - people bouncing ideas off one another a good trainer will measure the understanding of the group by asking questions. fun - there is the personal touch (the human element) Think of the strengths and weaknesses of a presentation you’ve seen in terms of … : Think of the strengths and weaknesses of a presentation you’ve seen in terms of … Group 1 The presenter (their appearance, behaviour etc.. Their communication with the audience (e.g. confidence, body language etc..) Group 2 The content of the presentation The materials that they used to deliver it Strengths and weaknesses of a presentation in terms of the trainer : Strengths and weaknesses of a presentation in terms of the trainer make sure that they were fully prepared with materials and equipment personal appearance and presentation clarity of delivery Punctuality keeping to the point Introduction Strengths and weaknesses of a presentation in terms of communication with the audience : Strengths and weaknesses of a presentation in terms of communication with the audience they found out what group knew already (best to start by assuming nothing) stopped for questions regularly didn’t use jargon and technical terminology involved the group actively (ideas stormed ideas, asked questions etc.) looked for feedback to check that the group were paying attention (if not, they GRAB it!) Strengths and weaknesses of a presentation in terms of content : Strengths and weaknesses of a presentation in terms of content familiarity with content presented it in easy to digest 'chunks' checked that audience understood before presenting more information Strengths and weaknesses of a presentation in terms of materials : Strengths and weaknesses of a presentation in terms of materials focused and positioned the OHP well limited text on Slides large font - easy to read knew how to use resources correctly arranged the room to suit the audience - ensured plenty of light and air and space Information Sandwich : Information Sandwich 'Say what you are going to say, Say it andamp; say what you’ve just said'. Aardvark : Aardvark Cycle of Communications : Cycle of Communications SENDER MESSAGE RECEIVED ENCODES DECODES RECEIVER RESPONDS “hearing is the process of the ears receiving sound;listening is the process of the brain attaching meaning to the sound” : 'hearing is the process of the ears receiving sound; listening is the process of the brain attaching meaning to the sound' Giving Feedback : Giving Feedback Positive feedback is highly motivating. 2. Focus on behaviour not on the person 3. Be specific not general. 4. Report feelings or consequences of behaviour 5. Be timely Scenario's for giving feedback : Scenario's for giving feedback Someone who during the review of the day makes the same mistake for the fourth time. Someone who has not contributed and is yawning occasionally Someone who offers suggestions to the group, but always begins sentences with 'I am not sure if this right, but..........' Things to consider when presenting : Things to consider when presenting Posture and Body Language Voice Eye Contact Answering Questions The Right Attitude Session 7 : dealing with difficult trainees : Session 7 : dealing with difficult trainees By the end of this session participants will: Identify different types of distinctive behaviour List strategies aimed at neutralising the impact of different behaviours on a group Identify techniques for better managing your group Top 10 tips to deal with difficult trainees : Top 10 tips to deal with difficult trainees 1. Set ground rules at the start - and refer back to this if needed 2. Smile (naturally) andamp; use eye contact 3. Room set-up - ensure that the room is set up well, with plenty of light and space 4. Redirect trainee’s attention regularly - to yourself/flip chart/exercise/other trainees - this way, trainees are less likely to get bored 5. Involve everyone physically - e.g. Put up a flip chart on the wall, give out handouts/resources, using good icebreakers, move trainees around in small groups regularly Top 10 tips for dealing with difficult trainees cont … : Top 10 tips for dealing with difficult trainees cont … 6. Engage your audience - use humour to counter any resistance to learning; exaggerate bad examples when explaining how NOT to do some-thing, emphasise the unusual 7. Change the pace of the training - at least every 20 minutes 8. Check the trainees’ understanding regularly 9. Be physically near to the trainees - they will pay more attention when they feel your presence, andamp; you become part of the group more quickly 10. Use practical examples of how to apply the theory andamp; skills - summarising the benefits of the training. Session 8 : Dealing with fears : Session 8 : Dealing with fears Learning Objectives By the end of this session participants will: Have identified any remaining fears Be able to control these fears