tot material

8/9/2019 TOT Material

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Train of the Trainer (TOT)Level 1

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Objective

Give trainees a range of knowledge and skills about the concept and the main

pillars of the training process and the ke steps to building a training

program! "s well as e#uip them with positive attitudes towards the need tobuild a safe training and education environment$ to help achieve the

objectives of the training! Provide them with the knowledge and skills of

e%ective communication with the trainees and how to choose the appropriate

training methods and dealing with emergenc situations and di%erent

patterns of trainees taking into account their learning stles!

&etailed objectives' the end of this program the trainee will be able to

• &etermines the foundations and principles of the pillars of the training

process• Lists the ke steps to building a training program

• "c#uire the necessar important competencies for re#uired b the

trainer$ and enabling him to recognie his commitment and

responsibilities towards the training process• Provide a safe learning and training environment

• *hoose a proper action in emergenc situations of training

• +aster the selection and usage of di%erent training methods

• ,hows a positive attitude towards the training career and all trainees

stles

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Thursday 22

Jan

Presentation Skills

evaluatio

n -assessme

nt

Wednesday

21 Jan

TheTrainer

ThedifcultTrainee

Microtraining

sessions

Tuesday 20

Jan

Trainingprocess

Trainingenvironme

nt

Trainingtools

techni!ues

*ontent

Training "ctivities

.orkshops &iscussion/ole Pla 'rainstorming&ebate Presentations

Think pair share Group discussions

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The 0rst da

o The training process

o Training concept and its bene0ts for individuals and institutions

o The training principles and foundations

o Pillars of the training process and the its ke steps

o training environment

o &ealing with emergenc situations

The overall objective

The aim of this training da is to give participants the knowledge$ skills

and positive attitudes of the training process and its various stages

starting b planning for the program and ending b the assessment of the

training and measuring return on the program!

' the end of the da will be the trainee able to

o /ecognie the concept of training

o denti0es the pillars of training

o &i%erentiate between di%erent tpes of training

o /ecognie the stages of the training programs design

o "nales and identi0es training needs (Training 2eeds "ssessment T2")

o 3ormulate the training objectives

o *hoose the good #ualit of the environment of the training program

o ,how a positive trend towards the training process

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&e0nition of training

There are several de0nitions of training including

1! The planned activit that aims to bring about changes in the behavior of

the trainees b providing them with knowledge and information$ skillsand e4perience$ attitudes$ and improve their work performance!

5! Planned e%orts to provide manpower with certain knowledge$ and to

improve and develop their skills and competencies$ changing behaviors

and attitudes in a positive and constructive!wa6! Provide the trainees with knowledge and skills and develop their

abilities and enable them to complete the work in a better manner$ in

addition to modif their behavior and provide them with positive

attitude in order to improve their performance!

"nd thus the training includes 6 major components

1! 7nowledge (7)5! ,kills (,)6! "ttitude (")

,ummaried in (7,")

Principles of Training

n order for the training to be suitable it must be characteried b the

following

8 has a specific purpose and objective viable and beneficial to the trainees!

8 graded from eas to difficult!

8 matching and coping with modern technolog!

8 continuous and comprehensive for all sectors of emploment and different

functions!

8 realistic in addressing the problems that hinder the workflow!

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The importance of training

• raise the standard of knowledge and skills

• increase an individual9s abilit to cope with di:culties

• perpetuate the information and skills

• develop the knowledge and performance capabilities

• strengthen the creative abilities of the individual

• support the process of self;development

,ometimes the are describing the importance of training as


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@lements or pillars of training

1 ! The trainer is responsible for the leading the learning process within thetraining environment! Be needs to have knowledge$ skills and speci0c

behaviors in order to manage and run a successful training session ! The

trainer is the most important element )or the success of the training(training process ) and shall

a! Train b showing (illustrative)b! /epeats to ascertain until comfortablec! "sks and raises #uestionsd! ,imulates and mitates work conditionse! 2ote and observe the good performance and encourages it

5 ! Trainee is the most important element of the trainee process! n order to

achieve the objectives of the training the trainee should be committed to thefollowing

a! The conviction of the importance of training in the development of

hisCher knowledge and skills!b! nteracts positivel during the training!c! Participates in achieving the training objectives successfull!d! *onstructive criticism of the training program to enhance the

strengths and avoid the weaknesses !e! "pplication of the ac#uired skills in the workplace!

6 ! *ontent (The training material) and e4press it b the training programcomponents

The basic components of the training program can be summaried as follows

• Training Program Title (The Title)

• The overall objective of the training program (Goal or +ain Objective)

• &etailed objectives (Objectives)

• Training content (*ontent)

• Training methods (+ethods and Techni#ues)

> ! Training methods (t will be discussed in details)

? ! Training environment the trainer needs to take into account the

natural environment of the training place$ its components$ characteristics$

limitations and constraints! This includes the training room with all its

e#uipment! n addition to$ provide a space to rest and wash with eas access!

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t also includes seating arrangement of trainees and the facilities provided to

them in order for the training to be delivered safel and comfortabl!

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Tpes of training

There are multiple categories of training$ according to its nature or objective

or the time and place of e4ecution or b its wa of implementation!

1! *lassi0cation b 0eld (management or business ; technical ; militar D

"thletic)5! *lassi0cation b its nature6! *lassi0cation according to the numbers of trainees (individual D group)>! *lassi0cation depending on where it takes place (in the workplace ;

outside the workplace)?! *lassi0cation based on the time of its implementation

a! 'efore appointment (preparative training)b! "fter appointmentc! &uring the service (refresher or to raise the level) with the aim of

improving and developing workers skills and improving theirperformance!

E! *lassi0cation based on the wa of implementation (distributed or

condensed)

Training courses

&e0nition of training courses

s a process;based planning$ design$ implementation$ and evaluation of aparticular 0eld of training in order to make the necessar changes in the 0eld

of work and make sure the happen$ as an process;based training a good

training program

,teps and stages of preparing a training course

1! ,tud and identif training needs (T2")5! put the Goals6! set the Objectives>! &esign?! mplementation (&eliver)E! "ssessment @valuate

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Training *ourses +esign

Training courses design obes three basic steps$ which are1! Planning stage5! mplementation phase

6! *ourse evaluation and assessment

,irst- the planning stage1. /nalye and identi)y training needs

a! Training needs (Training 2eeds) are a set of knowledge$ skills and

attitudes needed b the trainee to ac#uire to meet the e:cient work

re#uirements!b! Gap is a shortfall in the performance of the trainee for the positive

performance of the work compared with the actual performance

re#uired for the e:cient work

Thus$ the training needs is the gap between the current level of

competence and the e4pected or re#uired level of competence

(Training 2eed F /e#uired Potential of the person ; the current potential

of the person)The importance o) identi)ying training needs

• &esign the training plan of the institution

• t is the true criterion for the e:cienc of the training courses

• t is the fundamental criterion in the planning$ implementation and

evaluation of training courses• *onsidered as a signi0cant indicator to measure the e%ectiveness of the

training• 7e factor in raising the e:cienc of performance

• 2ot to identif the training needs in advance leads to the loss of mone

and e%ort without achieving the goal!• training needs should precede an training activit$ then the program is

designed accordingl and on its basis!

Sources to identi)y training needs -

1! performance evaluation forms (P&/)5! job analsis and job description6! #uestionnaire form>! assess the technical performance?! observation and monitoringE! standard tests! opinions of e4perts in trainingH! views of work heads

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I! developments in the administrative structure2. ,ormulate the general and detailed oectives o) the course

t is basicall means how to de0ne the general objectives of the course

and the objectives of each training session and the detailed objectives

of each training activit! t should be characteried b the so;called

SM/3T Objectivesa! ,peci0c (,)b! +easurable (+)c! "chievable (") "ttainabled! /ealistic (/)e! Time;bound (T) Time;framed

". +e4ne the content and curriculum o) the training *ourse,impl it de0nes the basic criteria for the training course content design

and the conditions to be met in that content as well as the 0elds of

knowledge that the content should address! Those conditions aresummaried in the following • compatibilit and coherence with the objectives

• balance in providing information

• continue to rela information in

• integration of knowledge and skills

• focus on the idea of self;learning and self;training

• te4t clarit and good stle

>! Select the training resources and needs 5identi)y the human

resources6 e!uipments and material (a! ,election of lecturers and trainersb! &etermining the duration of the training course and sessionsc! &etermine dail schedule of sessionsd! dentif the venuese! &etermine the training re#uirements (e#uipment$ stationar$ etcA)

,econd$ the implementation phase• activities and events before the start of training course

• activities and events during the training course

• activities and events after the completion of the course

Third$ the evaluation and assessment phase• "ssessment of the trainee

• "chievement of the target evaluation

• the training course evaluation

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Training 7nvironment

*omponents of the training environment

The training environment components have a great pschological impact

on the trainees$ so the trainer and the training administration team have toensure the availabilit of appropriate conditions for these components to

provide safe and comfortable training environment

These components have 6 ke attribute

1! Phsical• training site

• hall sie

• the trainer and trainees spaces and positions

•

lighting$ ventilation and other5! ntellectual and mental• intellectual capacit of the trainees

• appropriateness of the program for the mental capabilities of the

trainees6! ,ocial and emotional

• formation of a good relationship with the trainees

• building mutual trust

3orms of classroom training

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7mergency situations related to theenvironment

t is those situations that threaten the securit and safet of the

environment and are related to its previousl mentioned characteristics! The

trainer must take caution and prepare for the occurrence of such situationsand take appropriate measures to either prevent their occurrence or to

confront them and deal with them if necessar! n all cases$ alternative plans

must be prepared to ensure completion of the course$ as it should be! Those

situations are endless$ but generall could be classi0ed as follows• ,ituations related to the phsical environment

• ,ituations related to the intellectual environment

• ,ituations related to social environment

,acing 7mergency Prolems

+ost of the problems that occur during training can be overcome if the

following is available• Good preparation and training with the training content!

• Jou kept smiling and is con0dent of ourself !

• Get to know to the public (trainees) in advance!

• Pre;testing the training environment

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*ommon situations and solutions1) .hat do ou do if ou 0nd our presentation 0le is not workingK

• Prepare alternative copies on other storage medium (*& or =,' 3lash)

• t is also preferred to have our presentations on transparencies!

• t ma be useful sometimes to have our 0les on our site or email!• t is important that ou have a hard cop printout of the 0le$ so ou can

speed photographed and distribute it on the attendees!• Pre;test the hardware and software to be used

• f ou are delivering in a lecture form$ ou can e4plain it from our

paperwork and then send them a cop b e Dmail! t is important not to

lose the interaction with the audience!• Go to the interaction with the audience using discussion and

brainstorming!• Jou ma be able to o%er alternative activities to serve the aim to use

the time and know what drop in the original presentation to serve the

same purpose smoothl without problems!5) 'lackouts and electricit shut down during the session

• 7eep calm and comment with cheerful smile using our sense of

humor! "llow the curtains to be opened to let the light to shine the

hall !• f ou are presenting in front of a limited number$ it is important that

ou have a hard cop printout of the 0le$ so ou can distribute it #uickl

amonge groups of them !•

"s mentioned above ou can still e4plain using of paperwork and keepthe interaction with the audience through discussion and brainstorming!

"gain$ it is most important not to lose the interaction with the

audience !• f period of interruption lasts for long and it was important to see the

presentation ou can ask permission from our audience to send the 0le

b mail or postpone the show!

6) Going out of the training topic in debate/easons

• .eak control of the session• &isorganied dialogue and no ground rules

• The topic is not interesting Treatment

• Bold the reins back

• Put ground rules and post it on the walls and reminded them

whenever necessar!

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• "sk about what is the relationship of the going discussion with

the topic!• /ephrase the idea and lead again toward the desired goal !

>) ,ide talks

/easons• The presentation is not good or the topic is not attractive

• =nstructured dialogue and there were no prior agreement on

ground rules!• Prior relationships between the presence might be a reason as

well Treatment

• Pause for a while to draw attention

• f ou are in a workshop move in the direction of the talking

pair!• /emind with the ground rule that was agreed upon!• &irect some #uestions to the attendees observing their

reactions!• =se their names during in an appropriate e4ample during our

talk!

?) ,ome members have control over the group/easons

• cultural or career heterogeneit among the group

• The lack of discussion opportunities and uni0ed stle activities

• .eakness in visual communication (ee contact) during the

session Treatment

• Protect the weak$ encouraged them to e4press their views and

enforce it$ and control the participation of the powerful ones• "sk for a general surve of the views and select what ou can

use and e4pand!• *hange the tasks and roles distribution or the attendees

seating!

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The ,econd da

Training methods

(both inside and outside the training room)

• Lecture

• 'rainstorm

• /ole;pla

• &iscussion

• &ebate

• .orkshop

• ,mposium

• ,imulation

• *ase ,tud

The overall oective

The aim of this training da is to introduce participants to various

training methods and the advantages and limitations of each of them!

n addition to$ train them on how to use and appl these methods

optimall depending upon the training situation!

Speci4c oectives- ' the end of the da the trainee will be able to

• 7now the training methods!• *ompare between the di%erent usages of these methods in the

training 0eld!• ,elect the appropriate training method during the implementation

of the training program!• ,how a positive attitude towards the importance of the training

methods diversit in accordance with the training situation

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Training/ctivities

Presentations

8ectures

PPTpresentation

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+eterminants o) training methods

The selection of the training methods depends on certain determinants

as these methods var in terms of usabilit and suitabilit for the training

situation!

3actors determining the appropriate training methods

1 . Trainees

o ,cienti0c disciplines and backgroundo The educational levelo "ge groupo Previous e4perienceo Tpe and gendero The objective of attending training

2 . Training content

,election of the training method should be commensurate with the portion of

the content to be trained on!

" . Training environment

o Training place and environmento The timing of trainingo The training durationo The number of traineeso "vailable aids such as computer and data show

# . Trainer

Trainer #ualit and traits and his abilit to use di%erent stles and methods

,irst- 8ecture

t is a training method that uses words and phrases to deliver of a set of ideas$ information$ scienti0c facts$ theories and concepts! The trainer has the

main role in this method as he e4plains the information and illustrates it using

verbal smbol! The trainees have limited participation in general as the are

re#uired to listen and listen!

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Jood 8ecture properties

1! Previous preparation b the trainer!5! Trainer should take into account the trainees backgrounds$

aptitudes and abilities!

6! The trainer$ during the lecture$ should use some motivationstrategies for the trainees to follow the lecture!

>! The trainer should allocate enough time for discussion and to

answer most of the #uestions and in#uiries!?! The trainer should use an eas language that is consistent with

the grammar with a high degree!E! Be should maintain an ade#uate speed in delivering the lecture to

allow taking notes and recording ideas !! The use of some teaching aids and audio; visual $ or both during

the lecture deliver !

H! Be should not read the lecturer word b word!I! The lecturer should give e4amples in the lecture!1! Be has to take care not to direct his speech to a single

trainee or two ignoring the others! n other words$ he has to use

the ee contact e:cientl!

Second- +emonstration

• The trainer does something or o%er steps to a certain skill in front of

a group of trainees!• The trainer is keen to divide the work into small pieces and tasks!

• Be should e4plain the each step and how to repeat it during

e4ecution!• The trainees repeat the steps and the trainer should comment and

correct!

Third- +iscussion

t is a training method that depends on the trainer who introducedthe topic for discussion in order to deliver or enhance certain ideas

or concepts for trainees through discussions!

The trainer selects the subject of the discussion$ which he should be

#uite familiar with! Be should also ensure that the trainees have a

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good background about the topic so that the can participate

e%ectivel!

3or this method to be an e%ective one$ the trainer should lead

manage the discussion b

llustrating and e4plaining the discussion mechanism for the trainees

!

@nsuring that the discussion is not going astra and focusing on the

heart of the topic!

@nsuring that all trainees are participating in the discussion

e%ectivel!

"ddressing all the #uestions and answers through clear analsis and

clari0cation and sharing that with the trainees !

Professionall directing the discussion to make sure that ; at the end

of the discussions; has succeeded in delivering the concept or the

idea to the trainees !

Kmpediments to the eLective use o) the discussion

The trainer did not properl prepare for it (whether form

knowledge part of the topic$ or management part$ or the skill part

of asking and answering #uestions $ or from the timemanagement of the discussion$ etcA) !

The greater the number of trainees$ the more di:cult to come up

with a positive outcomes!

The di:cult in controlling the course of discussion as a result of

strong contrast between the trainees behavior and their opinions

during the discussion (non; enthusiast$ sh$ and polemicist$ and

bold$ etcA) !

,ourth- 3ole Play

This method is a practical method to train apprentices on the roles$

functions$ responsibilities$ and situations in the real environment!

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The following should be taken into account to implement e%ectivel this

method

,pecif the role of each individual$ and what is re#uired of him

@4plain brieM to the participants$ the subject of the scene andthe roles that will be plaed

,pecif to the participants what ou want from them upon

completion of the scene$ ( to answer speci0c #uestions or 0nd

solutions or have attention and comment on di%erent roles)

,pecif the scene time duration$ as well as the time needed to

answer #uestions or dialogue that follows that scene !

+ake sure that the scene embodies a realit not fantas

"sk each participant to pla the role assigned to him honestl and

master$ and to put himself in the same position of the character

he represents$ and deepl imagines its e4pected behavior$ and to

act in the same wa !

t is advised to enhance the scene with some humor and

e4citement!

"sk the viewers to remain calm and silent and not to comment !

,i)th- Erainstorming

t is a training method that relies on active participation in the center of a

free$ open$ secure$ and encouraging creative thinking and innovation to

generate a wealth of ideas to address a topic or 0nd solutions to a problem!

The trainer provides a topic or a problem for the trainees and ask them to

present their ideas to reach appropriate solutions or ideas !

GoH do you manage and run a rainstorming sessionK

"rrange the trainees so that the can see each other! "ssign the task of recording ideas to one of the trainees! deas can be written on the Mipchart!

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ntroduce an ice breaker to remove tension and encourage all to

participate ! "lert that brief comments is needed and not to enter into the details of

implementation! &o not limit creativit$ b the necessit to have commitment to speci0c

ideas or point of time or a speci0c place ! @nsure a free dialogue that not controlled b an individual or group ! *ollect as much ideas as possible! ,tart to discuss ideas with everone and work with them on

o ntegrate and develop ideas similar to each othero "rrange and prioritie ideas b importance or realism in the

implementation or b cost or otherwise!o /evise and re;formulate ideas until ou reach the ideas that get

the consensus of the group!o f the ideas Mow stops$ tr to revive it again b throwing our own

idea!

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GoH to manage the rainstorming session

+ont

N

+o

O

*riticie or ridicule their

ideas

@ncourage all to participate

Nudge ideas .elcome all ideas$ even if strange$

sill or unusual

/estrict ideas *ollect as much as possible of ideas

Put a certain number of

ideas

/ecord all ideas

@ncourage to build on ideas that put

forward b the former

+ake our own thoughts as a period

of reMection and moving when ideas

cease

Sith- MicroQTraining Session

t is small training session that should be accomplished in a short time

(about ;1 minutes on average) and involving a small number of trainees

(usuall between ?;1 )! The trainer$ in which$ introduces a speci0c concept

of or train the participants on a speci0c skill !

Seventh- Simulation

s a method of training works to simulate the situation in which the

participant e4ercises the work which he is trained to do$ as well as other

situations that ma arise during the e4ercise of this work in order to provide a

safe e4perience or ine4pensive practical training !

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7ighth- Workshop

" practical wa training in$ based on a variet of methods e4posed all

together at the same time$ including lecture$ discussion$ practical

presentation and e4perimentation$ application$ and conclusion!

The workshop leader plan it through practical activities emanating from

the previous e4periences of the trainees and addressing training topic$ in

order to give the trainees information $ skills$ and attitudes about the same

topic !

Trainer Procedures )or the success o) the trainingHorkshop

1! Provide appropriate and comfortable places for the trainees to sit!

5! "nnounce the objectives of the workshop which depends on the

trainer abilit to convince trainees with its importance!

6! ,tate the mechanisms of action and facilitate its assimilation and

acceptance from the trainees !

>! ,pecif appropriate time for the activities of the workshop and stick

to it !

?! "llow trainees to present their in#uiries about the workshop and

answer them!

Rinth- *ase study

*ase stud method focuses on the trainee in the training process! The

case is a problem (real or virtual)$ provided to the trainee written with

some details attached about the rationale and drawbacks of the problem

and its causes and statistics (and placed in the report) and the trainee is

re#uired to read it in order to reach to suggestions to address this

problem!

This method aims at-

&evelopment of the trainee abilities to read the information and

identif the problem in the form of #uestions that need answers!

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@nable trainees to discern some important principles and concepts

on the problem topic b himself

Give the trainees some basic skills in solving problems according to

an objective scienti0c approach

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Tenth- +eate

The trainer divides the participants into three groups depending on

their opinion with respect to a realistic topic of interest to them(,upporters ; Opponents ; 2eutral (arbitrators)!

The ,upporters and Opponents groups sit in two rows facing one

another!

Trainer e4plains in detail the steps that should be followed!

The trainer does not interfere$ e4cept in certain situations!

&ebate time duration should be respected and everone should

commit to it! the arbitrators would announce the winning team with justi0cation and evidence!

The oectives o) the use o) the corresponding

1! The development of the abilit to e4press opinions!

5! "ccept the opinions of others

6! *hanging attitudes!

>! Gain the abilit to work within a team

?! Bone and ac#uire the debate skills$ reMection and decision;making

Training methods appropriate to the position o) training

"1 | P a g e+iscussion 3ole Play Q +eate

Q

/ctivities and Trainin F ective ,ield

noHled e

Skills S

+iscussion 3ole Play ProlemSolving Workshops Practical


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The Trainer

• *ompetencies and skills of the Trainer (7,")• Trainer responsibilities (General ;;;; before$ during and after training)

• &i:cult for trainees patterns and stles! Bow to handle them!

The overall oective

The aim of this training session is to give participants the knowledge$

skills and positive attitudes with regard to the trainer competencies that must

be met! n addition to$ clarif the trainer responsibilities towards the trainingprocess !

Speci4c oectives-

' the end of this session trainee will be able to

o List the competencies that must be met in an e%ective trainer!o "ppl these competencies during the training sessions!o &e0ne the responsibilities of the e%ective trainer!o @4cel the use of displa devices and di%erent training tools!

o ,how a positive attitude towards the commitment of ourresponsibilities towards the training process!

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Buman ,kills

*onceptual ,kills

Oerbal ,kills

Technical skills

Easic de4nitions

1. *ompetency

*ompetenc is a set of knowledge$ skills and positive attitudes that

follow certain speci0c standards! @%ective trainer is a one who caresabout the development of his skills and abilities through training

practices in order to improve the function and development of the

trainees b increasing their knowledge and e#uips them with the

necessar skills and improves their behavior and attitudes!

2. Skill

,kill is the professional trait and craft in doing a particular work and the

master of this work according to speci0c criteria! t is usuall gained b

e4perience$ practice and training

". Positive /ttitude

Think positive towards the adoption of a speci0c work practice and

follow it$ and make it an authentic habit in practice

7Lective Trainer Skills

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Guman Skills

1! Participants motivation skill!5! @%ective communication skills!6! Leadership skill!

Kntellectual *onceptual Skills

1! nnovation the creation of new$ innovative and unprecedented

ideas!5! "nalsis The analsis of phenomena and inferred results and

linking ideas together!6! @valuation and assessment measure performance and take

action to improve and develop performance based on the

result of the evaluation!>! Prediction prediction and guessing what will happen in the

future based on the e4trapolation of the past!?! Organied thinking

8anguage Ueral Skills

These skills relate to the abilit of the trainer to master speak the language

and abide b the rules and structures of language as well as grammar!

This skill is considered ver important for the trainer because his main job

depends mainl on the message deliver to trainees through speaking to

them!

The e%ectiveness of the trainer verbal skill is realied through

1! ,top talking between the moment and the other during the

dialogue (Pausing)5! ,elect the appropriate voice tone and intonation for the training

situation!

6! "ddress the trainees using understandable language that 0ts theirculture!

>! &o not interrupt the trainees during their answering of trainer

#uestions!?! Listen well to trainees comments!E! "void the use of words that carr more than one meaning! +aintain his smile and control his temper during the conversation

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Technical skills Technical Skills

These skills are related to the degree of trainer master of the training

session management and the presentation and dealing with e#uipment and

training aids! Technical skills include the following

1! Training session management skill5! Training technolog skill!6! @%ective presentation skill>! Training activities development skill (setting up and running the

activit)?! &ialogue and discussion management skill!E! &ealing with the participants #uestions skill!! Bandling emergenc situations skill!

The *haracteristics o) an 7Lective Trainer

• 3ull knowledge of the training subject

• Passion of training and its performance continuous improvement

• Optimal use of training methods$ activities and aids

• @%ective *ommunication

• Patience and Me4ibilit

• 7nowledge of trainees stles• Others *ontainment abilit

• Optimal use of the voice capabilities

• Presents ideas using a clear and eas wa to remember

• *ontinuous improvement of his training capabilities

• Time +anagement

• @4perience

• Personal #ualities and traits

• "ccepts feedback

• "bilit to understand trainees

• .illingness to accept new ideas

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7Lective Trainer Personal Traits Vualities

3esponsiilities o) the trainer

1! General /esponsibilities5! /esponsibilities before training6! /esponsibilities during training>! /esponsibilities after training

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/)ter Training3esponsiilities*losure and getting

)eedack Training 7valuation

+uring Training3esponsiilities reakpsycholo

gicalarriers

dealingHith

trainingtools

Trainingsessionmanage

ment

Presentation

delivery

communication

+ealingHith

difculttrainee

handlingemergen

cysituation

Ee)ore Training3esponsiilitiesTR/+esign the training

program

Trainer 3oles

&irector 3acilitator"chiever ; &oer ,ponsorObserver *reative ;

innovator*oordinator 2egotiator

Trainer skills in accordance to his role

/Q The )ocus o) the training programs oectives

1; &irector

3ormulates the objectives of the training program

&esigns the training program

&etermines the course of events and the program

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5; "chiever; doer

+otivates trainees

'uilds a training environment to support achievement

Time management and dealing with the program the

pressures and stress!

EQ *ontrol training

1; Observer

/ecording training activities and observe its #ualit

"nalsis of training operations

Processing training information

5; *oordinator

• Bandling trainees patterns and di:cult situations

• &esign and control the training activities

• Trainees projects and assignments management

*; ,ocus on human relations

1; 3acilitator

• *onMict management

• 'uild and manage work teams

• 'ehavioral guidance

5; ,ponsor

• @%ective *ommunication

• &iagnose and resolve behavioral problems

• +otivations

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+Q Knnovative thinking

1; *reative ; innovator

• /isk +anagement

• *reative ;lateral thinking

• *hange +anagement

5; 2egotiator

• Presentation skills

• 2egotiate skills

• Persuasion skills

The *ompetent Trainer

Be is the person who has the training competencies (knowledge$ skills$

personalit traits )! Be practices it professionall to facilitate the process of

ac#uiring competencies re#uired b the the participants! This is done b

positive interaction between him and the participants as well as among

themselves to ful0ll his training message!

Professional Trainer

1; Be uses words and language that is understood b the trainee!5; Be graduall move from known and eas information to

di:cult one!6; =ses appropriate educational aid to suit the training situation!>; =ses images$ shapes and models as much as possible?; =ses the blackboard$ whiteboard and the 3lip *hart e%ectivel !E; Takes into account the speech skills =nderstood$ clear$

reasonable pace!! etc!; Good listener to the participants

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Trainer StylesModel Elake and Mouton

Trainers are classi0ed into 0ve common patterns depending their main

interest whether

1; nterested in content Q*ontent;Oriented (*)R or2Q nterested trainees QTrainees;OrientedR (T)

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Bigh

7Lective

Trainer

Social

Trainer

( Q 1

T

Trainee

s

Oriente

d

3igorou

sTrainer

Regativ

eTrainer

Rormal

Trainer

( Q 1

* *ontent Oriented Bigh

Low

Low


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3ules o) pro)essional training

o "llow for trainees what ou allow for ourself o &o not allow interruptions that negativel a%ect the training conducto /emember that ou are a trainer not a lecturer!o +ake sure to use e4ercises and applicationso &o not compl full with what ou have prepared and respond to going

status! Jou are dealing with adultso Gradual training from simple to di:cult!o Optimal training method is the one consistent with the training

situation!o &o not specif a particular participant to answer a #uestiono 'e careful to practice professionals modesto ,timulate and motivate the participants and thank them for their

performance all the timeo The trainer should protect the participants from each othero 3ollow the steps of asking the #uestion (specif the target of the

#uestion ; prepare the #uestion ; "sk the #uestion ; wait a moment ;

*hoose willing participants and initiators D ,ummarie responses)o ,tart the training session in time and tr to 0nish in timeo 'e sure to come earl before the start of the sessiono "chieve the target and deliver the message in a simple wao Professional trainer is a stor teller (he has man stories)o &o not retaliate at participants or even one of them (not to take

revenge)o =se a positive self talk and build a positive feeling about ourself and

about the participantso ,ome trainees might need special careo 'e alwas nice and do not be rudeo Practice produces the professionalo .hen ou promise something ou have to ful0ll ito &o not use two demonstration means at the same time$ this cause

distractiono Jou should remember that ou are a facilitator and not a lecturero 7now our audience

o listen well to the participantso Look at the ees of the participants to check their impressions (ee

contact) and know their nameso &o not engage in political or religious topics e4cept to the e4tent that

serves the topic of trainingo 'egin b greeting the audience and thank them for their attendance!

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o Tell the stor ! anecdote !!! talk about something else and not the

training program !!! To break the tension (This is ce 'reaking) !o ,peak about the objectives of the program and wh we are here !o @4plain the content whenever necessar!o ,mile S S So 'e self con0dent b good preparation !!! ( Train C Train C Train )o 'e natural$ normal !!! talk to them naturall and dont pretend or be

arti0cial!o 'e calm!!! f ou are tense$ ou will cause stress to otherso 'e proactive to help !!! 'ecause our job is to facilitate the topics!o 'e enthusiastic !!! the trainer who let others who feel wear is

unsuccessful !!o 7eep good nice appearance !! ,mile !! Good communication !! ,ta awa

from habits that distract! Tr saving the names #uickl! Take a long

breath before ou speak

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EullySniper7Pploder

TnoHsQitQall ePpert

SuperQagreea1le

Kndecisive

Xnresponsive

Regative*omplain

er

+ifcult Trainees Styles

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3ecogniing +ifcult People

,ome ke characteristics

◦ There never satis0ed

pa to go here$ should get to do whatever want!U

pa m activit feeS &o this program nowSU

◦ The dont communicate easil with others

'ecause said so!U

◦ The can be argumentative and unreasonable

◦ The often use their power to obstruct

&o ou know who m father isKU

will sue ou!U

Some eamples

1; The ,herman TankU

*haracteristics

"lwas on the attack "busive

ntimidating

Overpowering

"lwas right

Lack of caring and respect

for others

+os and +onts

+ont worr about beingpoliteV Nust get our point

across an wa ou can

+ont argue with what the

sa

+ont tr to cut them down

+o maintain ee contact

+o state our own opinions

and thoughts forcefull

without apolog +o be read for negotiation

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5; The @4ploderU

*haracteristics

Temper tantrum behavior

/aging outbursts that are

out of control

,hout$ throw things$ and

often sa regrettable

things

'ehavior result of feeling

threatened and cannot

cope with the situation

+os and +onts

&o give them time to wind

down

&o switch to a problem;

solving mode of interaction

&o use active listening skills

to show that ou take their

concerns seriousl

&ont allow for them to

maintain behavior in a public

area (+ove to a more private

area to calm down)

&ont initiall force them tocalm down$ let them tr to

gain self control on their own

6; The *omplainerU

*haracteristics

3inds fault with everthing

Bold idea that someone

should be doingsomething about their

problems

.ill not engage in

productive problem

solving discussion

Often feel powerless to

change the situations that

the complain about

Like to feel free from

responsibilit with a

problem

+os and +onts

&o listen attentivel to their

complaints

&o show them ou hearthem b using paraphrasing

or summariing

&o state the facts without

comment

&o ask the complainer Bow

do ou want this discussion

to endK

&ont agree or apologie

about their complaints

&ont allow a accusation;

defense;re;accusation

pattern develop

>; The *almU

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*haracteristics

,ilent

Nust esU and noU

answers

Bard to open us +aintain stance

@asil mask fear and

anger

/efuse to cooperate

.ont e%ectivel

communicate

+os and +onts

&o ask open ended

#uestions

&o wait for a response

&o be patient and plan tospend e4tra time with them

&o comment on what is

happening during interaction

and discussionU

&ont break silence while

waiting for a response

&ont hurr conversation

along b 0lling up

conversation with our own

talk and chatter ?; The .et 'lanketU

*haracteristics

/esponds to anthing with

a #uick and negative

response

Bas the it wont work$

dont botherU attitude

3eel as though everthingis out of their control

'itter about life

2egative and critical

+os and +onts

&o know our own

tendencies of pessimism

&o be optimistic and realistic

in interaction

&o consider possible

negative outcomes of theproblem

&o be prepared to take

action on our own

&ont argue them out of their

pessimism

&ont o%er solutions until the

problem has been thoroughl

discussed

E; The 7now;t "llU

*haracteristics

@4pertU on all matters

3eel others are stupid or

uninformed

+os and +onts

&o be prepared and have all

information possible

&o listen carefull and

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Often react to others

knowledge with anger$

withdrawal$ or irritation

Likes control of everthing

paraphrase main points

&o be tentative in

disagreements

&o use #uestions to raise

problems

&ont act like a 7now;t;"ll

back

&ont over;generalie and be

as speci0c as possible

; The ndecisiveU

*haracteristics

ndecisive

Lack follow;through

Leave others to do work

=ndependable

Tpical response is no

response

*annot make up their

minds

+os and +onts

&o be open to listening to

conMicts and di:culties

,tallers have in making

choices and decisions

&o listen for indirect cues for

underling issues

&o use problem solving

techni#ues

&o concentrate on facts

&o support an decision

making the indecisive cano%er

&ont full depend on an

indecisive to get something

done

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Jeneral Tips and Strategies

Ee proactive

o Bave a plan

o Prepare for worst possible situation

8isten

o Look and sound like ou are listening;+aintain ee contact$ nod

our head and look interested

o f the other person senses that ou care and that oure

interested$ there likel to become more reasonable

7mpathie

o This has to be a genuine response or the person will feel patronie

o The basic message is understand that ou feel WWW!U

o @mpath isnt an agreement but acceptance

o &ont use m sorr!U t is overused! =se apologie!U if ou are

going to be apologetic

+ont overpromise or make threats that you cannot keep

o n di:cult situations we are often tempted to make promises that

are di:cult to keep! 'e honest!

o f ou add fuel to the 0re (threats)$ the person will become more

angr and more di:cult

o Jou will lose credibilit if ou cannot keep promises or follow

through with the threats

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Presentation Skills

What is a presentationY

t is an opportunit to communicate our point of view or ideas to an

audience!

This can be

o nformal or formal

o mpromptu or prepared

o ndividual or group

8earn hoH to e more

• Powerful

• Persuasive

• mpressive

• *on0dent

Planning Phase

o .hK X Objective of presentationo Y.hoK X 7now our audienceo Y.hatK X 7now our content (well)o YBowK X Format of presentationo Y.hereK X 3amiliar with the venueo Bow much time is allowed

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People judge our presentation based on how ou present

Z on .hat ou know and I6Z on Bow ou present

Read Hear See See and Hear Say Say and Do0%

10%

20%

30%

40%

50%

60%

70%

80%90%

100%

10%

20%

30%

50%

70%

90%

Preparation Process

1! &ata *ollectiona! 2eed for readingb! 3inding material to read

c! nternet ,earchd! +aterial @valuatione! /eadingf! ,ummariing

5! Tools and Techni#ues to help the @%ectiveness of the Presentationa! Y +nemonicsb! Y "cronms

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c! Y ,toriesd! Y "necdotese! Y Nokesf! Y "udience participationg! *ollect evidence

h! Prepare charts and graphs

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6! The *ontenta! Title- ,hort and [attention grabbingb! Kntroduction- Q5Z of timeR ,et the scene - state the

main message"nswer #uestions like


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Things Rot to +o

• =se jargon• Overwhelm with detail• Go over time•

=se te4t that cant be read• ,tand in the wa of our visuals• &istract (e!g!$ Gestures)• ,a =mmmmm$ ahhhhhh• ,tare at one point• ,louch

Top Ten Mistakes Made Ey Presenters]

• 2o Presentation Objectives• Poor isual "ids•

ne%ective *lose• +ediocre 3irst mpression• 2o Preparation• Lack of @nthusiasm• .eak @e *ontact• 2o "udience nvolvement• Lack of 3acial @4pressions• ,tick 3loor ,ndrome

7Lective Slides

eep slides simple Same slide• +ake sure to keep our slides simple! .ith too much te4t on each

line$ the audience will be tring to read what ou write while ou

are talking! This will be ver distracting to both ou and our

audience!• +aintain a consistent look and feel within each slide$ and from

one slide to the ne4t!• *reate high contrast between background and te4t

&ont tr to s#ueee too man thoughts onto one slide

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*olors• 7eep them simple and consistent• =se no more than 0ve colors for charts or graphs• =se no more than two colors for te4t• =se colors with high contrast•

'e careful with red because the ee will naturall go there 0rst

,onts• 3onts are like colors$ use sparingl• +inimie use of italics$ bolding and shadows• &o 2OT use all caps• 2ormal capitaliation is easier to read• Jou should not have to ask *an ou see that in backU• Titles should be 6H;>> pt! font sie• Te4t should be 5H pt font sie

Spelling and Jrammar mportant to be without errors or tpos looks er unprofessional

People ma not take ou seriousl!

Xse diagrams to enhance *ommunication

(easier to understand$ more potent) ,patial memor mpact

(less cognitive$ more visceral)

3ules ^FX MXST ,olloH

•7eep them simple and consistent•=se no more than 0ve colors for charts or graphs•=se no more than two colors for te4t•=se colors with high contrast•'e careful with red because the ee will naturall go there 0rst•3onts are like colors$ use sparingl•'e consistent from slide to slide!•&ont overdo the use of italics$ bolding and shadows and like e;mail•&o 2OT use all caps!

•nform audience that oure about to close•,ummarie main points•,omething to remember or call;to;action

tot material

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