TOP 20 BLOOPERS OF TRAINING

• Not being prepared.• Inadequate contents.• Not delivering the goods.• Constantly boring the trainees.• Overload of information.• Misleading the group.• Poor pacing.• Omission of practice• Odd or distracting visuals• Poor handling of questions

NINCOMPOOP ( Foolish person)

THE SECOND 10 BLOOPERS• Poorly planned visuals• Offensive or inappropriate humour• Over-under dressing• Running overtime• Running late for the start• Eye contact missing• Showing your back too often• Under utilising the media available• Lack of enthusiasm• Total lack of conclusion (POOR-RESULT)

Reason for TrainingWhy bother about training? Why not rely on people simple learning for themselves? Some of reasons for training are given below:-

(a) People may never learn how to perform the task properly.

(b) If they do learn, they will do so much more slowly without training.

(c) They are likely to learn a way that is wrong.

(d) Consequences of poor performance results in poor quality, customer complaints etc.

(e) Once they learn the task wrongly it is very difficult to ‘unclean’ and then relearn correctly.

(f) The high hidden costs to the organisation.

Benefits of Systematic Training

(a) More rapid development to full job/duties/performance

(b) Increased out put

(c) Improved quality

(d) Better utilization of time, material, equipment and money

(e) Better use of personnel

(f) Fewer breakdowns or errors

(g) Reduced cost

(h) Better identification of employee potential

(i) Boosts morale of personnel

Reasons for training and development

• Technological change

• Different areas to be handled

• Requirement of changing behaviour

• Entry of ST/SC/OBC into various services.

• Job requirement

• Wrong selection of people

INSTRUCTOR LIKE QUALITIES

• Personal:-• Thorough knowledge

• Power of expression

• Turn out

• Cheerful disposition

• Patience

• Confidence

• Good health

• Exemplary

• Towards class;-• Democratic

• Sense of humors

• Flexible and resourceful

• Comes down to the level of the class

• Motivation of class

• Unbiased

• Empathetic

• Attitude towards profession:-• Planning of instructions

• Logical presentation of subject

• Stimulates activities

• Diagnostic

• Communication skills

THE OBJECTIVES OF TOT• After attending this programme the trainers

should be able to:-– Understand why training and Development?– Explain importance of TNA/TNI– Design training programme based on TNI– Appreciate various issues required to be checked

before starting a training programme– Know what methods to be used for conducting a

particular programme?– Know what are the methods of training evaluation?– Understand what is goal setting and action planning?

HUMAN RESOURCES PORTFOLIOPage No. 28

Work Horses

Stars

Problem Children

Deadwood

Potential HIGH

HIGH

LOW

Job

Per

form

ance

Difference between Education and Training

SL NO

EDUCATION TRAINING

(a) Gives students the knowledge of theories, principles, facts and figures that may generally be useful in day-to-day life.

Brings abut change in behaviour in the trainees, which help them in performing some tasks.

(b) It is broad based and general in nature

It is specific to knowledge, skill and attitude required for a particular tasks

(c) It enable students to control their environment and fulfill their possibilities / desires

It enables trainees to perform satisfactorily in their profession.

(d) Education is a continuous process. We get educated even as adults.

Training can be terminated or stopped, once a person achieves satisfactory performance of task/task

11

TeachingTeaching is a process of imparting Knowledge, motivating and guiding students to learn through their own activities.

LearningLearning is a relatively Permanent Change in Behaviour of the trainees brought about as a result of repeated practice.

Operations in Teaching

(a) Pre-active stage : This is the planning stage of teaching.

(b) Inter-active stage : This is the stage in which the instructor interacts with the trainees.

(c) Post-active stage : In this stage, the instructor analyses the performance of the trainees and identifies weak areas for correction.

(a) Pre-active stage :

(i) Setting or Preparing of Objectives.

(ii) Deciding the subject matter – What to teach, How much to teach.

(iii) Arranging the ideas/subject matter logically – from easy to difficult, simple to complex etc.

(iv) Selecting the Methods of instruction – Whether lecture/ discussion/ exercises / practical etc.

(b) Inter-active stage :(i) Sizing up the of the class. The instructor should

make the trainees sit according to their heights and he may also make the weak trainees sit in front or sit with another intelligent trainee (if he knows).

(ii) Identifying the levels of the trainees and know their entry behaviour.

(iii) Presenting the subject matter using various methods of instruction and training aids.

(iv) Get a feed back from the trainees on their understanding by asking questions and summarizing the important points.

(c) Post-active stage :

(i) The progress of the trainees.

(ii) The change in behaviour of the trainees – newly learnt knowledge and skill.

(iii) The change in attitude and interest amongst trainees

(iv) The Instructor also plans and design testing tools like tests and exercise.

(v) Any change in methods of instruction is also examined at this stage.

GENERAL PRINCIPLES OF LEARNING

• People learn better:-

– when they know why they have to learn.

– When new ideas are explained in terms of

knowledge already learnt.

– If the result of performance are told.

– Understanding the problem leads to better

learning.

– If task by trainer is done correctly

– When surrounding is pleasant.

Learning Outcomes. The visible outcome of Learning is a change in behaviour observed in the trainees. These changes in behaviour as a result of learning can be listed as ‘Learning Outcomes’ as follows:-

(a) Knowledge : Learning of facts, figures and experiences.

(b) Skill : Performance of a job or task with a set standard.

(c) Understanding : Gaining insight into the subject.

(d) Concept : Trainees perceive new ideas, theories and generalisation.

(e) Activities : Trainees begin to get involved in new activities.

(f) Aptitude : New abilities and talent are generated amongst trainees.

(f) Interest : Trainee acquire new interests, habits, hobbies etc.

(g) Adjustment : Trainees learn to change depending on situations and be accommodative.

MODELS OF TEACHING

• Pedagogy( paid+Agogos)– It is the art and science of teaching Children

• Andragogy(Andra +Agogos)– It is the art and science of helping Adults to learn.

• Synergogy (Synergy+Agogos)– It is art and science of teaching Students themselves.

Comparison of Pedagogy & Andragogy.

(a) Teaching Children

(b) Transmission of knowledge what & why

(c) Transmitting what is known unknown

(d) Trainer centered

(e) Responsibility of the Teacher

(f) Learner is comparatively passive

(g) Formal assessment by teacher

Pedagogy Andragogy

(a) Helping adults to learn

(b) Knowledge and skill, what, why, how, when and where what & why

(c) Discovering what is

(d) Learner centered

(e) Joint responsibility of the trainer & the learner

(f) Learner is active and participative

(g) More of self assessment

Comparison of Pedagogy & Andragogy.

(a) Passive

(b) Dependence

(c) Behave in a few ways

(d) Erratic shallow interests

(e) Short time perspective

(f) Subordinate position

(g) Lack of awareness of self

Pedagogy Andragogy

(a) Active

(b) Independence

(c) Capable of behaving in a many ways

(d) Deeper and stronger interest

(e) Long time perspective (past & future)

(f) Equal or super ordinate position

(g) Awareness & control over self

Page No. 37

REPORTING RESULTS

THE SEQUENCE OF TRAINING ACTIVITIES

SELECTION/DESIGN OF EVALUATION METHOD

INFORMATION BREAKDOWN

TRAINING PLANNING

ESTABLISH TRAINING OBJECTIVES

ORGANISATIONAL DEFICIENCIES

IDENTIFIED

TASK/DATA ANALYSISPOTENTIAL TRAINING NEED

EVALUATION ACTIVITIES

EVALUATING THE TRAINING SRAFF

EVALUATING THE TRAINING PROGRAMME

EVALUATING THE LEARNERS

DOING THE TRAINING

LEARNING OUTLINES

SCHEDULE TRAINING

TRAINING LOOPPage No. 14

IDENTIFICATION OF TRAINING NEEDS

DEVELOP TRAINING OBJECTIVES

DESIGN TRAINING CURRICULLUM

DESIGN /SELECT TRAINING METHODS

CONDUCT TRAINING PROGRAMME

DESIGN TRAINING EVALUATIONS

METHODOLOGY

MEASURE TRAINING RESULTS

Systematic Approach to Training

PERFORMANCE PROBLEM

IDENTIFY TRG NEEDS

IMPLEMENT TRAINING

ASSESSMENT

OF RESULTS

PLAN AND DESIGN

FOUR TRAINING MYTHS

• Lots of trainers do not have to practice.

• I am so nervous they can tell.

• Excellent trainers are born, not made.

• Super trainers never get nervous

CONSIDERATION FOR TRAINERS BEFORE STARTING ANY TRAINING

• Perception

• Context

• Chunks

• Sequencing

• Amount

Perceptions

What do you see?

ContextThe procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity of this task in the immediate future, but then one can never tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will have to be repeated. However, this is part of life.

ChunksA groupdog gas pantsanimals silk coal

oil cotton cattable cloth fuels

wool baseball hammercow knife basketballfruit tennis bomb

pan chair yellowgreen colour profession

sofa dentist screwdriverdoctor shoes football

furniture teacher rifle

horse blue applerayon utensils sportssaw orange weapons

wood tools clothing

nails spoon lawyergun shirt pear

socks fork bananared bed dagger

ChunksB groupanimals cloths fuels

dog cotton oil

cat wool gas

horse silk coal cow rayon wood

fruit colours professionapple blue doctor

orange red lawyerpear green teacher

banana yellow dentist

furniture utensils sportschair knife footballtable spoon baseball

bed fork basketball

sofa pan tennis

weapons tools clothingdagger hammer shirts

gun saw socksrifle nails pantsbomb screwdriver shoes

SequencingThe way we sequence the delivery of information as trainers can also have a huge impact on the results. Try this exercise.

10

1000

20

1000

30

1000

30

1000

10

It is not the trainees fault that they fail, it’s the trainer’s fault

Now ask the same person to add this list up, using the same method. The numbers are the same, but this time they are in a different sequence.

10

20

30

30

10

1000

1000

1000

1000

SEQUENCE OF SESSION ON INERPERSONAL RELATIONS(EXAMPLE)

• Importance of IR

• What is Interpersonal competence?

• What are the determinants of IR?

• Stages of interpersonal relationship

• Skills required to develop IR

• How to give feedback in IR

• How to resolve IR problem

AmountYou are driving a bus which has 50 people on board.

The bus makes a stop, 10 people get off, and 3 get on.

At the next stop 8 people get off, and 2 people get on.

There are 2 more stops, at each of which 4 people get off.

3 fares get on at one stop, and none at the other.

At this point the bus has to stop because of mechanical problems.

Some of the passengers are in hurry, so they decide to walk.

So 7 people get off the bus.

When the mechanical problem is fixed, the bus goes directly to the last stop, and the rest of the people get off.

THE NINE PRINCEPLES OF LEARNING

• Recency R • Appropriateness A• Motivation M• Primacy P• 2- way communication 2• Feed back F• Active learning A• Multi-sense learning M• Exercise E

RECENCY• For better recency:-

– Keep a session to a relatively short time, no longer than 20 minutes if possible.

– If sessions are longer recap.

– The end of every session is important. Recap the whole session.

– Keep the participants fully aware of the direction and progress of their learning.

Factors to consider about Appropriateness:

Everything should be appropriate to trainees needs

Clearly identify a need for the participants to be taking part in the training. With this need identified, make sure that everything connected with the session is appropriate to that need.

Use descriptions, examples or illustrations that the participants are familiar with.

Factors to consider about Motivation The material must be meaningful and worthwhile not

only to you but also to the participant.

Not only must the participants be motivated, so must you. If you aren’t motivated, learning probably won’t take place.

As mentioned in the law of Appropriateness, you should identify a need for the participants to be there. You can usually create motivation by telling the participants that the session will fulfill their need of learning.

Move from the known to the unknown. Start the session at a point the participants are familiar with. Gradually build up and link points together so that everyone knows where they are expected to go in the learning process. Always build new information on known information.

Factors to consider about Primacy are:

Again keep sessions to a relatively short period of time;

The beginning of your session will be important as you know that most of the participants will be listening, so make it interesting and put lots of important information into it.

Keep the participants fully aware of the direction and progress of their learning.

Ensure that participants get things right the first time you require them to do something.

Factors to consider about 2-way communication are:

Training process involves communication with the participants, not at them.

Your body language is also included in 2-way communication; make sure it matches what you’re saying.

Design into your session plan interactions with the participants.

Factors to consider about Feedback. Test trainees frequently for your feedback.

After you have tested trainees, provide them with feedback on their performance as soon as possible.

Testing can also include the trainer asking frequent questions to the group.

All feedback doesn’t have to be positive, as some people believe. Positive feedback is only half of it; it is almost useless without negative feedback.

When a participant does or says something right, acknowledge it (in front of the group if possible).

Prepare your presentations so that there is positive reinforcement built into them at the very beginning.

Look for those participants doing it right as well as always looking for those doing it wrong.

Factors to consider about Active learning are:

Use practical exercise during the instruction.

Use plenty of questions during the instruction.

You can use a quick quiz to keep the participants active.

If at all possible get the participants to actually do what they are being instructed in.

If you keep the participants sitting for long periods without asking them any questions or without any participation, it’s possible that they may nod off or lose interest in the session.

Factors to consider about Multi-sense learning are:

If you tell participants about something, try to show them as well.

Use as many of the participants senses as necessary for them to learn, but don’t get carried away.

When using Multi-sense learning make sure that the senses you select can be used. Ensure that it’s not difficult for the group to hear, see and touch whatever it is you want them to.

I hear and I forgot,

I see and I remember,

I do and I understand. (Confucius 450 BC)

Factors to consider about Exercise are: The more we get trainees to repeat something the more

likely they are to retain the information,

By asking frequent questions, we are encouraging exercise or overlearning.

The participants must perform the exercise themselves-taking notes doesn’t count.

Summarise frequently, as this is another form of exercise. Always summarise at the conclusion of a session.

Get the participants to recall frequently what has been covered so far in the presentation.

Give participants exercise to carry out.

• Application example page 12

TRAINING NEED ANALYSIS• Definition:+-

• A training need exists when there is a gap between what is required of a person to perform their duties competently and what actually they know, which enables them to do so.TNA is the method of determining whether a training need exists and if it is, what training is required to fill the gap.

Training need=Gap

• Photograph of page 15

A MODEL OF 3-TIER TRAINING NEEDS SURVEYPage No. 22

Views Through Questionnaire

Prioritizing the Needs Through the List of Programmes

Interviews (Feedback)

To Submit the Plan for Approval

Implementation of the Plan

Line Managers (150 Nos.)

Sr. Managers/Head of Departments (66 Nos.)

Dy. General Managers/ Gen. Managers (7 Nos.)

Executive Director

Hu

man

Res

ou

rce

Gro

up

in T

rain

ing

&

Dev

elo

pm

ent

Dep

artm

ent

TIE

R -

III

TIE

R -

II

TIE

R -

I

INDICATORS OF TRAINING NEEDS

• Complaints from staff

• Complaints from customers/clients

• Poor quality of work

• Frequent errors

• Inadequate recruiting process

• Large staff turnover

• Performance dates not met

• Conflict among staff

• New equipment/ systems

OTHER ISSUES THAT MAY ASSIST IN TNA

• Accident report• Company plan, policy or projection• Exit interviews/ Questionnaire• Error rate• Complaints • Absenteeism• Quality control report• Performance appraisals• Observation, testing• Job analysis

Data collection

• Distribute the sample questionnaire to each participant. All must fill their questionnaire.

• Make a group of 4to 6 participants. Ask them to make pie chart and graphs of their responses.

• The leader to present the analysis in front of rest of the class.

ANALYSIS OF DATA• Data collected from various resources must

be processed.

• The results are looked at closely to ensure that training is the appropriate answer to the problem.

• Analyze the data to find number of people having similar need so that a class can be formed for in-house training

• If strength is less people could be deputed to outside Institute.

STEPS A CONSULTANT TAKES FOR TNA

• Become familiar with the structure of the co

• Become familiar with the finances of the co

• Become familiar with the staff of the co

• Design a suitable questionnaire to establish train needs

• Follow up questionnaire with personal interview

• Establish whether the needs shown were training needs or management needs.

• Design Training to fill the gaps indicated

• Conduct training

• Evaluate training by observing behavioural and attitudinal changes

SURVEY METHODS AND TECNIQUES

WHAT IS SURVEY?• Survey in this context is the process of

gathering information to determine whether or not there is a training need.

• There are other types of surveys but they are generally not of interest to the trainer.

• If survey is conducted satisfactorily it makes trainer’s job easier.

TYPES OF SURVEYS

• Personal interview:-

»Most common survey used by Trainers

»It is flexible in its structure»Personal interviews are time

consuming»They are also good networking

exercises for the new Trainers.

MAIL QUESTIONNAIRES:-• Effective way of asking questions to a large

group.

• The design of questions in this case needs to be very explicit.

• Mail questionnaires are relatively simple to design and conduct.

• However these are impersonal and therefore the response live lot to be desired.

• Telephone interview:-» It is probably best described as mix of

personal interview and the mail questionnaires.

» It has structured questionnaires but no flexibility.

» Telephone interview is not commonly used for training need analysis.

• Performance appraisal:-» This is another method of information

collection for TNI.

» This is very precise and accurate method of TNI.

» As the immediate supervisor of employee can assess the reason for poor performance

CONDUCT OF SURVEY• Prepare questionnaires with close ended

questions as well as open ended question.

• Decide on population to whom questionnaires are to be administered.

• Distribute to sample population.

• Collect the questionnaires at the earliest possible.

• Read through all the questionnaires to find lacunae for which personal interview needs to be conducted

MAIL QUESTIONNAIRES

• Effective way of asking questions to large group of people.

• Questions need to be very explicit and easy to understand.

• These are simple to design and conduct.• However these are very impersonal and

usually the response rate leaves lot to be desired

Selecting and piloting questions• The questions must be:-

– Straightforward– Designed to extract the maximum amount of

information – Meaningful to the respondents– In a language that every one understands– Avoid leading questions– Piloting exercise must be carried out before

administering to all the respondents– Piloting is done to ensure that questions are

understood as intended– Piloting must be done from target population

Exercise• Step-1:-You will be given one sample

questionnaire to understand.• Step-2:-Make a group of 5to7 people from same

department.• Step-3:-Individually make questionnaire for

finding training needs of your supervisors.(induction, technical, Information technology, mid career training etc)

• Step-4:-Discuss in your group and finalise the questionnaire.

• Step-5:-Group leader of each group to make presentation in front of class.

LOCATION OF TRAINING

• Training venue is of major importance to trainees and trainer.

• Trainer should have flexibility of arranging it as a lecture theatre, discussion room as workstation area.

• For adult learning there should be sufficient open space outside training hall to carryout out door activities

DETERMINANTS OF TRAINING LOCATION

• Number of participants

• Size of training room

• Suitable chairs and tables

• Lighting

• Back ground noise

• Access, Facilities, Acoustics

• Air-conditioning, power outlets

• Training aids

• Public address system

CONDUCTING TRAINING• Nominate programme Director. For example for

“working capital management”Financial controller could be made.

• Nominate programme coordinator from training department.

• The coordinator must ensure:– Suitable trainers for the programme

– Nominate fairly homogenous group of trainees

– The curriculum to be designed for optimum utilisation of resources

– Availability of proper training material

– Correct timing and sequencing of programme

– Suitable location, physical facilities and training facilities

TRAINING METHODPage No. 33

I TRAINING IN THE FIELD, ON THE JOB: Apprenticeship

In-Plant Training

Craftsmanship Training

II SIMULATING REAL LIFE SITUATIONS: Role Playing

Business Games

In-Basket Training

Sensitivity Training -T- group and L - group

Transactional Analysis

III LABORATORY TRAINING:

IV SAMPLING REAL LIFE: Incidents, Case Methods/Case Studies

V INDIVIDUALISED TRAINING or COUNSELLING:

Practicing Specific Skills

Reading and Written Assignments

Postal Tuition

Programmed Instruction

Page No. 33

VI DISCUSSION METHODS: Syndicate Method

Seminars, Conferences, Colloquium, Symposium

VII THE LECTURE METHODS:

Page No. 33

LEARNING EFFECTIVENESS

By Sensory organs % Effectiveness

Hearing Ears, Mouth 30%

Seeing Eyes 40%

Hearing & Seeing 50%

Doing or Experiencing Touching Having a feel

Soiling the hands

Tasting Smelling

Body

Mouth/Body

Nose

60%

Hearing, seeing and doing/experience

80%

SETTING THE SCENE• The arrangement of chairs and Tables

generally sets the scene for the participants.• Chairs and tables in circle for group

discussion if in rows they expect the trainer will do the most job.

• For conducting a lecture keep enough space for yourself.

• Try to keep looking tidy.• The temperature must be maintained

between 20C to 23C

• Smoking must be banned in any class room situation.

• Remove irrelevant posters and paintings from the walls.

• Anything which is not required for the session must be removed from the room.

• Unusual colour painting on wall can distract participants.

• Windows can have blinds to avoid distraction

RESEARCHING A TOPIC• Why?

– The participants must be given correct and up to date information.

– Therefore a trainer must spend some time to up date himself.

– Participants will not listen to trainer if he is not prepared well.

– You need not be walking encyclopedia but must certainly know more than what you are presenting.

– As the rate of change in every subject is very high we need to update always.

APPLICATION EXAMPLE

• Let us say you have been given the job of researching a presentation on safety practices in a cement plant.

• Make groups of five people and discuss what all you will consider to carry out this research? and the leader of the group is to make presentation in front of the of the rest of the class

SESSION OBJECTIVES• Very important aspect of any training session.

• Without this the trainer and trainees both will have no idea where they are heading.

• The objectives gives us target or learning goals.

• Objectives are normally designed after TNA, TNI.

• The objectives should be quite clearly described like, At the end of this session the participants must be able to label, with 100% accuracy, a diagram showing component of a video recorder

HOW DO WE WRITE OBJECTIVES

• It is quite difficult to formulate course objectives.

• Stated in terms of observable behaviour or performance.

• It should be measurable in some form. • Achieving the session objective will

eventually lead to achieving desired Behavioural change or attitude change.

• Writing objectives can be confusing at first for the new trainer.

SESSION PLAN• What is session plan?

– A session plan is a set of notes in a logical order for the instructor to follow, to ensure that the objectives of session are met.

– The session plan also includes training aids , references used, and identify problem areas.

– It enables the instructor to check in advance that the sequencing of lesson is correct.

– A separate lesson plan must be used for each session

WHY USE SESSION PLAN?

• This is similar to a road map which has starting and finishing point.

• It also gives logical list of information to be covered.

• It allows the trainer to revise the material prior to lesson.

WHAT SHOULD THE LESSON PLAN CONTAIN?

• A session title

• Session objectives, clearly stated

• Total session time

• Participants details

• Potential faults to be aware of

• Review notes of previous session

• A reason why students need to learn

• Methods of presentation

• Contents of lesson

• List of new terms

• Key questions to be asked

• Resources required for the lesson,

• Timing of the lesson

• Students activity

• A link forward to the next session

METHODS OF INSTRUCTION

• Lecture:-• It is simply addressing passive audience.

• The lecturer needs to be on top of things all the times

• He should use correct language in a logical sequence.

• In this method participants can not contribute to the learning process.

• The lecturer’s voice is particularly important, both in level and tone.

• Its lacks two way communication, which is very important for adult learning.

• Good for delivering information to large audience

• Some institutes have started following modified Lecture method.

Page No. 41

PLANNING THE LECTURE

1) Who is your audience?

2) What is the purpose?

3) What is the time available?

4) What is the subject matter?

Page No. 42

PURPOSE OF THE TALK

Give general information on a subject

Gain acceptance for a new point of view

Change basic attitudes

Give detailed information

Teach a particular skill

Page No. 43

DELIVERING THE LECTURE

Setting the scene

Posture

Appearance

Manner

Gesture

Vocabulary

Page No. 107

HOW TO USE THE BLACKBOARD

WHAT TO DO WHY

Erase old material

Avoid talking to blackboard

Don’t stand in front of blackboard

Draw or write quickly

Write, print or draw legibly

It is likely to distract the group’s attention

A bad habit which makes it difficult for group to hear; limits effectiveness of blackboard work.

Obviously, much of what you have written on the blackboard will be lost if participants have to crane their necks to see it. When referring to old or complicated material, use a pointer.

Group interest will lag if too much time issued in putting material on board. Free use should be made of standard abbreviations.

The place of hieroglyphics is a museum not a training room. A little practice will improve the quality of handwriting capital letters are advisable.

Page No. 108

WHAT TO DO WHYAllow sufficient time for group to copy

Try out blackboard work in advance

Plan logical relationship of material

Arrange group of blackboard for best visibility

Avoid using unnecessary words.

If blackboard notes are worth taking, they are worth a few extra minutes of time to be taken accurately. It is advisable to put standard definitions on the board.

By plotting layout in advance, the trainer can avoid crowding, or out of proportion sketches.

Participants will have trouble arranging information in proper sequence in their minds if it is not so arranged on the board.

The value of the blackboard is diminised if some participants have strain to see because of glare, distance or angle of the board.

A phrase is better than a sentence, a word better than a phrase. The fewer words used, the easier it is to grasp the meaning of a thought

GAMES• Games can be simple or very complex.• Games are normally competitive and usually

relate directly to the task involved.• Competition should not focus on winning

and losing but to encourage variety of thoughts and ideas.

• Experience trainer keep their games after breaks.

• There are many proven games available on various subject.

ROLE- PLAYS• Role plays are conducted by trainers

involving trainees to play to understand the management situation or concept.

• Let the trainees do most of the work.

• Trainer should not interfere once the role play is started.

• Ensure that every one is involved.

• Different group can play for the same situation.

SIMULATIONS• Simulations method is very useful for

imparting hard skills training.

• Simulator are very complex and costly hence used where high risks are involved like aircraft simulators and atomic reactor simulators.

CASE STUDY METHOD• Case study of an event, which has taken place in

the past is taken to learn from it.• The whole class is divided into groups, each group

having not more than 5or 6 people.• Every member reads the case study to understand

the issue involved.• Each group discusses the case among themselves

for most appropriate solutions.• The leaders of each group presents their opinion

of issues involved.• Finally the trainer Summarises with the help of

case notes available with him.

Page No. 53

Applying the Case Study Method What is going on here?

Is there a problem at all?

What precisely is the problem?

What has caused it?

Are we looking at causes or symptoms?

What are the main issues?

Why are the issues important?

Whose problem is it?

What precisely are his objective?

What should he try to do now?

What possible courses of action are open?

How realistic are the actions/solutions proposed?

What are their possible effects?

Page No. 53

Writing a Business Case

Five steps are involved in writing a case

1. Select the type of problem and the enterprise from which the material will be obtained.

2. Observe & Collect data

3. Write the case

4. Clear the case

5. Confirm the usefulness of the case as teaching material

Page No. 54

Merit of Case Study Method

It distributes knowledge and facts

It improves participants’ skills in problem analysis, communication and particularly brings home to the participant that nothing is absolutely “right” or “wrong” in the field of human behaviour or for that matter in management.

Page No. 81Role Play

It requires the person to carry out a thought or decision he may have reached.

It permits the practice of carrying out an action and makes it clear that good human relations require skill in the same sense as playing of golf.

Attitudinal changes are effectively accomplished by placing person in specified roles.

It trains a person to be aware of, and sensitive to the feelings of others.

A fuller appreciation of the important part played by feelings in determining behaviour in social situations is developed

Each person is able to discover his own personal faults.

It permits training in the control of feelings and emotions.

TRAINER EFFECTIVENESS

THE TRAINER’S APPEARANCE

• A trainer should look like a professional.• Dress according to type of instruction being given

and audience.• If your teaching swimming in pool you could be in

swimming suit.• If your to instruct the sr managers in resuscitation

technique in board room you should be certainly in formal dress.

• Ideally you should stand out from crowd. • A trainer should also look organized.• Do not carry what is not required.

WHERE SHOULD A TRAINER STAND?

• Stand in front of the group.

• Do not stand still, move around a little.

• Do not try to hide behind a podium or OHP.

• Do not stand in front of a training aid else your body has become a physical and mental barrier to learning.

• If you are sitting in front of the group again let the whole group see you.

COMMUNICATION WITH TRAINEES

• Verbal:-

NON-VERBAL OR BODY LANGUAGE

What to avoid in body language

HOW SHOULD A TRAINER GAIN ATTENTION?

• Appropriate humour may be used occasionally.• The topic of the humour must be relevant to training.• It should not be directed at a particular trainee or

religion or nationality or sex.• Use appropriate training aids.• Must vary the pitch of your voice occasionally also its

volume and pace.• Use the technique of pose, pause and pounce method

of asking questions.

GOOD HABITS• Start on time, stop on time.

• Clean up the board before you live.

• You should also be thoroughly prepared.

• Make them laugh.

• Keep letting them know what is next.

• Include tasks for them.

• Tie it all together.

• Use a strong close.

• Keep in mind WIIFM.

NINE TIPS FROM THE VERY BEST TRAINERS

• Please do not take yourself too seriously.

• Remember to keep glass of water very handy.

• Always put your best voice forward.

• Check your posture, stand up straight.

• Take time to build relationship.

• Include vocal breaks for yourself.

• Change the pace as you go.

• Encourage a conversational style.

• P R A C T I C E

REASONS FOR ASKING QUESTIONS

• To gain attention• To encourage a line of thoughts• To see what they know• To keep them mentally alert• To test• To find out entry level of participants• To involve participants• To keep participant interest

TYPES OF QUESTION

• Direct questions

• Overhead questions

• Closed questions

• Leading questions

• Rhetorical questions

• Open ended questions

MAKING QUESTIONS EFFECTIVE• It should be short• It should have only one idea• It should be relevant to topic• It should create interest• It should use language that every that every one

can understand• It should require more than guess to answer• It should be used to emphasize key point• It should relate to previous knowledge• It should be a check of understanding

DEALING WITH DIFFICULT SITUATIONS

1) The group remains silent

2) Things are moving too fast

3) Things are moving too slowly

4) A talkative participant

5) A silent participant

6) The typical know-all

7) Sessions getting sidetracked

9) Personality problems between trainer and participant

10) The Rambler

11) The Arguer

12) Complaints about other issues

13) The side conversation

14) The definitely response

Some of the problems new trainers face with their first lesson are:

HOW TO DEAL WITH ANXIETY

The mouth going dry

Feeling like a stranger in ‘strangerland;

Social barriers (age, sex etc.)

The subject matter

HOW TO DEAL WITH ANXIETY Do provide an overview

One practice is good but more is better

Never get there late

Take a brisk walk

Convince yourself to relax

Obtain information about the group in advance

Check in advance the facilities and the equipment

Know the material

Use involvement techniques (names, eyes)

Put yourself in the shoes of your audience

HOW TO DEAL WITH ANXIETY

(second group of tips) Be aware that the trainees are on your side

Encourage an informal setting

Prepare an outline and follow it

Opera it’s not – but you must warm up

See that the words you use are your own

Imagine yourself as a good speaker

Take a good luck charm

Introduce yourself to the group in advance

Visualise potential problems (and response)

Ensure that you SMILE………..

Page No. 47 LECTURE RATING FORMSpeaker :

Subject : Date :

Items Very good Good Weak

Organization & Content

1. Clear purpose

2. Appropriate introduction

3. Clear main points

4. Development of points (use of examples)

5. Conclusion

6. Adaptation to group needs & interests

7. Interest or novelty of topic or approach

Presentation

8. Animation & directness

9. Use of voice (tone, expression)

10. Body of notes

11. Total speaking ability

Other Methods (where applicable)

12. Use of visual aids (Comment, if necessary)

13. Handing questions/discussion

14. Timing of session

Total handling of session

Remarks :

Signature : (Source : ILO)

Page No. 48

SESSION EVALUATION FORM

Date:

SESSION NUMBER RATING

Very Good

Good Satisfactory Poor

Usefulness of session content to your interest and needs

Quality of instruction (logic of presentation, depth, clarity, use of visual aids, etc.)

What would have made the session more effective?

(Source : ILO)

Signature (optional)

Communication skills for trainers