Train the Trainer -bkpIV

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S.A.I.P.L Train the Trainer Technicians Module DRUM TRAINING PROGRAM FOR PA CONSULTING GROUP Reliance Management Institute 23-25 November 2005 Sytec Associates (India) Pvt. Ltd.

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S.A.I.P.L Train the Trainer Overview Training Design and Delivery Need Analysis Training Module development Content development Instructional methods Training Delivery Classroom Management Sytec Associates (India) Pvt. Ltd.

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S.A.I.P.L Train the Trainer Overview Group Training Techniques Managing Audience Role Play and Games Audio Visuals Training Evaluation Contextual, Attiudinal Change Effectiveness , Likert Scale Sytec Associates (India) Pvt. Ltd.

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Jagdish Iyer Tel: 28507897, 39573579 E mail :jmi@vsnl.com jagdish.iyer@gmail.com Train the Trainer

Training Structure : 

Training Structure Training Learning Education Development Planned Experience

Training… : 

Training… Objective: to achieve effective performance in an activity / activities. Purpose:To enable a person to develop skill sets for a given task. “A planned and systematic effort to modify or develop knowledge, skills & attitudes through a learning experience.”

Learning : 

Learning The process individuals acquire :- Knowledge Skills Attitudes Through Experience Reflection Study Instruction.

Education : 

Education A series of activities to enable :- Assimilation and development of KSA and values. Understanding not restricted to a narrow band Allowing arrange of problems t be defined analyzed and solved.

Development : 

Development A general :- Enhancement and growth of a person’s skills and abilities Through conscious and unconscious learning.

How precise are they? : 

How precise are they? Training - involves acquisition of behavior,fact ideas that are not easily defined in the job context.-job and person oriented. Education - is person oriented and less amenable to precise definition.

Learning and Education : 

Learning and Education Learning implies a degree of uniformity within limits set by individual differences. Education increases the variability in individual differences by teaching in a manner that each individual behaves in away unique to him/her

An effective trainer is one… : 

An effective trainer is one… Who understands the psychology of the learning process and its implication to the trainee.

Effective trainer … : 

Effective trainer … General expectation of the trainer differ at various levels Vary teaching methods, style and have flexible approach Identify the trainee’s learning style by some special games Also, he/she must Know, what to instruct How to instruct Able to communicate effectively Be flexible in approach Know the psychology of the trainees

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Classroom Management… “It refers to the managerial activities of the trainer during the training phase” Classroom Management involves :- Individuals Groups Institutions Environmental Factors

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How People Learn Change is always resisted : Can a design therefore be stereotyped or repetitive ? Should your module help to lessen or achieve a rapid change in the participants ? What kind of assumptions will you have tick right or wrong All participants come for a holiday in the name of training Least expectation of tangible benefits Stereo-typed attention behaviour body language Highly biased perception about training

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What kind of reactions do you assume from the trainees after the training ? What kind of compulsions, according to you, bring trainees to the training hall ? How People Learn…contd…

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Assumptions for design “Designing” in training, is the thinking process you go through to arrive at a series of activities or experiences which make up a learning event. A good design of training should be self conscious about how people change An accurate mapping of all variables would be a good design The design needs to focus on reducing restraints rather than adding drivers A major part of design should enable converting experience into learning

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Assumptions for design Help people feel safe and capable in the early stages of the design Provide a comfortable setting and take lots of breaks A good design will allow for different styles and not be protected by the leader’s own style Hold group or organizational activities until later Be ready for unexpected effects from activities.An event will kick of reactions in the whole person Hold important input until comfort level is reached and assist the process of reaching comfort in the early stages of design

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Don’t get nervous when you see people in this category. Provide “Here and Now” facets to the design and how now is different from what happens then. Provide opportunities to discover that “I am not alone here.” Share control by making directional suggestions allowing beliefs that avoiding is not bad. Do your homework, interview, plan with participants, if possible, use actual situations. Seize the moment they occur and plan ways to enhance them Hook people up with their own needs early in the design Assumptions for design

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Pedagogy & Andragogy Pedagogy – The art and science of teaching Andragogy – As an individual matures his need and capacity to be self directing, to utilize his experiences in learning around life problems, increases steadily from infancy to pre-adolescence and then increasingly rapidly during adolescence. This theory is based on four main assumptions Changes in Self Concept b. Role of experience c. Readiness to learn d. Orientation to learning

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A person grows and matures from total dependency to an increasingly self-directing mode When he reaches a point of self-concept where he looks at himself as increasing self-directing He will resist and resent if this self concept is interfered with Any experience that they have perceived as putting them in a position of being treated like children is bound to interfere with their learning a. Changes in Self-Concept

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It is assumed that as an individual matures he accumulates a vast amount of experience, that causes him to be an increasingly rich learning resource. Andragogy encourages experiential learning. They are based on action learning techniques and are not lecture based To a child experience is something that happens to him To an adult, experience is who he is Any rejection of his experience is therefore perceived to be rejecting him as a person b. Role of Experience

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As an individual matures his readiness to learn is decreasingly the product of his biological development and academic pressure And increasingly the product of the developmental tasks required for the performance of his evolving social roles He goes from what he ought to know to what he needs to know in his developmental role c. Readiness to learn

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Children are assumed to be conditioned to have subject centered orientation to most learning Adults have problem centered orientation to learning d. Orientation to Learning

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Assumptions Pedagogy Andragogy Self Concept Experience Readiness Time Perspective Orientation to learning Design Elements Dependency Self Directing of little worth Learners are rich resource Biological development social pressure Developmental task of social roles Postponed application Immediacy of application Subject Centered Problem Centered Pedagogy Andragogy Climate Planning Diagnosis of needs Formulation of Object. Design Authority Oriented Mutual respect Collborative Informal By teacher Mutual By teacher Mutual Self-Diagnosis By Teacher Mutual Negotiations Logic of the subject matter Content Units Sequenced in terms of readiness Problem Units Activities Transmitting techniques Experimental techniques

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Checklist for a Program Be clear on what you need to speak on Know your target audience Please maintain the time schedule Arrive at the venue 15 min. in advance to checkout the layout of the classroom, equipment, etc. Provide a list of what you require in advance Send in your brief write-up about yourself for introduction purposes and also carry a copy with you

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Checklist for a Program Remove all physical barriers before starting the session Be ready to use alternative teaching aids in case a particular aid is not available Do not pack on too much at one go. Use case studies, role-plays, exercises and games appropriately and only if they are in context

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Case Studies Exercise Case Study : This provides the opportunity for the student to practice the application of specific procedures. Situation Case Study : In this the trainee has to analyze the information in the case. Complex Case Study : The trainee is required to analyze a large volume of data and information, some of which is irrelevant. Action Maze Case Study : Presents a large case in a series of small units. The trainee is required to predict what will happen next

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Decision Case Study : This requires the trainees to present plans to solve the problems in the case The In-Basket Study : The trainee is presented with a collection of documents and background information and is expected to record the narrations he would take relating to each document some of them or all of them would be inter-related. Critical Incident Case Study : This provides the trainee with certain amount of information and certain information is withheld unless asked for specifically by the trainee. Role Play Case Study : This requires trainees to assume roles of the characters in the case and enact it. Case Studies

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Critical Factors that go into a Case-Study The Case Material The preparation by the trainees The capabilities of the case leader For a Case-Study preparation To have a clear understanding of the case The teaching aims The learning objectives Case Studies

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Preparing Case Studies The ten to twelve participants will be divided into three teams and each team will be called upon to prepare a case situation Each case prepared by a team and will be analyzed by another team chosen by the coach. The team chosen will make a presentation based on the case study directions and vice versa The three topics for preparing a case will be housed in three envelopes that will be handled over to the respective teams The case prepared and the analysis and the attendant presentations will be appraised by all the teams for identifying areas of improvement in not only how to prepare a relevant case but also what extra inputs can improve the presentations made.

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Materials : Stimulating, though thought provoking Introduction : Fact Fact-Fact- Data- Conclusion Classroom Problems Introduction (unusual / surprising)   Relevant Quote / little known fact- Fact- Real life illustration / anecdote – Fact- Stimulating conclusion. Make it Memorable Deliver it Dynamically Emphasize positive attributes

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Use questions- to involve the group - ‘Don’t you ever wish…..’ - ‘Isn’t it funny how…….’ Lets the group think about what their reaction would be! Stop & start a question – answer session.   Properly used Visual Support to develop involvement. Classroom Problems

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Structure Divide in three categories   Commencement ( or introduction): Who you are, why you are here, Objectives, Structure, Benefits… Core : Key points- Sequentially. Conclusion : Review Re- emphasis of main messages Summation- linking to the future. Tips

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“A free verbal exchange of knowledge, ideas & opinion between the trainer & trainees” Everyone should air their views and consider those of others, interruption becomes less acceptable. Discussions

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“Structured approach to prepare and time constraints gives enough pressure to add an element of urgency to the group. “ Planning outline to include: Introduce the topic and people involved Establish the parameters Set out the purpose of the discussion Provide background information Include the number of basic question.   Create the right environment : Relaxed & Open  Trainer’s Function: Facilitator, Summariser, Timing presentation & planning

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Advantages: Monitors understanding Gains commitments Interactive   Disadvantages: Deviating from topics Entrenchment Dependent on the group Building Rapport Discussions: Advantages/Disadvantages

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Demonstrate methods of achieving rapport-positive reinforcement It is convenient to train people in a group, but you learn individually. The capacity to talk to a collection of people and yet to make them feel that you are addressing them individually is a skill which takes time to achieve. Introduction of the Concept

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The Personal Approach Mention the name Thank for contribution. Encouragement Allow experiment without fear of failure. Must be risk free, environment conducive to learning. Not hostile, competitive or intimidating atmosphere. Emphasize what they are doing right, don’t dwell on incorrect ones Introduction of the Concept

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Providing Enthusiasm Rapport, like respect, has to be earned. Your effort and enthusiasm will generate interest and motivation “With enthusiasm there is accomplishment, without it there are only alibis” – Henry Ford Building Rapport

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People must understand what you say. Don't use long or complicated words. Keep it Short & Simple Don’t talk down to people. They are not in corporate Don’t use jargons or technical terms Do leave people feeling positive, assured and motivated. Creating understanding

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Involving People: Design opportunities for participation. Indicate clearly that the group’s contribution is valued. Green signals( positive): Smiling, Nodding, Good eye contact, noise of approval- Ah, Ah. Yes. OK. Good. Typical Phrases include: That’s right.. Well done.. Any ideas… How could we….? Red Signals( Negative): Bad eye contact. Looking bored. Looking irritated. Tapping fingers. Shuffling papers. Checking clock/watch : Turing back while speaking. Typical Phrases include: Obviously…. Lets deal with that later… We’d better move on … We can’t go into that now. We’re pushed for time…. Creating understanding

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Responding to Questions Be wise to establish at the outset when you intend to deal with any problems or questions. Reasons: Genuine request for information. Answer it concisely Testing credibility. If you don’t know don’t bluff. Displaying knowledge. Win him over by flattery. The side tracking question. Resist the temptation Challenge Questions. Question & Responses

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Asking the Right Questions What you ask depends on when you ask it Beginning questions- -to establish trainees existing knowledge During the training- -provide a chance of pace. -to ensure greater participation -to check understanding. Close questions- -to reinforce learning points. -to check achievements of course objectives. Question & Responses

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Other Approaches Popcorn Questioning: Less direct & less threatening. The trainer poses a question to the whole group, allow the group to heat up gradually, answering questioning as they feel confident. Provide the right environment & encourage a response, soon answer should be popping up throughout the group. Useful where the individual group member could feel inhibited or where intension is to enhance the team spirit and gain greater participation. This approach is less formal. Care must be taken to avoid the same people answering each time Question & Responses

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Do’s & Don’ts: Asking Questions   Do make sure that the question is clear Keep it short Keep it fair Do distribute questions evenly Don’t ask 50/50 questions Don’t ask vague questions Don’t seek public confessions Don’t ask questions reminiscent of the class room Don’t answer the question yourself. Question & Responses

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The Talking Terror (TT) Broad Characters : Loud mouth, chatterer Causes Insecurity, Demo of his knowledge, Enthusiasm, Want attention and acceptance Control: Take control at a pause. Thank or agree  redirect the group. Check understanding  move Speak during break and explain…. Channel his energies elsewhere .. Handling Problem People Remember: Its is your responsibility. You can spot a TT beforehand. Maintain eye contact, use you position

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Doubting Thomas (DT) (A variety of of great griper)   DT has developed an all encompassing cynicism Causes Invariably the DT is with seniority. Seen bright ideas tried/ fail His ideas were never given a chance, now he is less receptive regards new approach as threat   Favorite Phrase “That’ll never work. We have tried that before.” Control Gain acceptance step by step. Suggest that DT agrees to suspend his judgment until the session is over. Ask him to be specific Handling Problem People

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Handling Problem People The Great Griper (GG) Character : Uses every opportunity to air his grievances -undermine the enthusiasm of the group Causes: GG needs to convince himself that he is entitled to feel the way he feels/ does. And share his beliefs. He does not want to change anything. Favorite phrase “The problem/trouble is..” “Well, that is good,but……” Control Allow him to say ONCE. Take some form of positive action to lay it to rest.

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Handling Problem People The Pot Plant (PP) Character : Sitting, Decorative, contribute very little Causes - She will make a fool for herself- feels inhibited - finds its difficult to articulate her thoughts- comfortable to sit and listen, Favorite phrase : “ Sorry” Control - insecurity – build confidence by directing a question- she is able to answer - ask a closed question- when articulation is the problem. - accept the reality- involvement without overt or active participation.

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Preparing for the presentation - determine the purpose - ascertain the time - analyze the audience - determine the message - identify the main theme , supplementary or support points for discussions - collect or prepare the material for preparation - prepare time structure of your presentation - practice - arrange your aids Effective Presentation & Effective Communication

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The Support Material - Explain the subject in clear terms - use graphic related comparison. - use specific illustrations - use specific instances - use statistics, cleverly - use prejudiced testimony - restate your ideas - use visual aids Lecture

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Advantages:   Ideal for large groups : venue capacity, audibility. Economical : Large group can be taken. Material covered in structured way : Logical sequencing Control of Material : Control with lecturer Greater control of time : Practice perfects the time   Disadvantages: Passive approach : less involvements of participants, No feedback : Difficult to know the learning effected Demanding : Capabilities of the trainer is tested Lecture

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a. relaxation b. rhythm   Methods of Opening Speech - arouse curiosity - relate to human interest story - ask questions - show how the topic affects audience’s vital interest - start with shocking facts - casual opening - begin on common ground - use humor cleverly - open with striking quotation - talk something of momentary interest Secrets of Good Performance

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Note : avoid using time- worn out cliches Do not circulate the text of the speech in advance Do not apologize Begin in a friendly way   Concluding a Talk - summarize your points - use good quotation - appeal for action - humorous close - use a good illustration - use climax ending Secrets of Good Performance

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Non –Projected Visual Aids: - chalkboards - whiteboards - felt board - magnetic boards - wall charts - flipcharts - models - handouts. Audiovisual Media in Instruction

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Projected Visual & Audiovisual Aids - filmstrips & filmstrip projectors - slides & slides projector - overhead projector - opaque projectors( episcopes) - film & film projectors - Video cassette & video disc machines. Audio Aids - tape recorders - record players Audiovisual Media in Instruction

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Is the learning environment appropriate? Are helpful resources included? Are instructions to trainees clear at all times? Is the instruction presented in short segment? Are clusters of frames (topics) and clusters of topics (lessons) always introduced? Are trainees told the learning objectives at each level of instruction? Are there reviews Are trainees exercised often? Are the exercises tied directly to the lesson/ unit/course objective? Do trainees receive immediate feedback? Right Self-Paced Package

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Is the feedback comprehensive? re there plenty of examples, covering several viewpoints and level of learning ability? Are they tied to the ultimate performance objectives and relevant to the trainees? Are illustration used effectively and often? Are all new terms defined? Can specific information be located quickly? Have human factors been considered? Can trainees transfer learning to the job? Is the delivery system reliable? Has the program been thoroughly tested? Is the instruction cost effectively? Right Self- Paced Package

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Retention Cone