1. SERVING AS A TRAINER
B.R. SIWAL
NIPCCD
E-MAIL:br_siwal@yahoo.com
2. TRAINING DESIGNER ROLE
Gather information about learners including :
• Current level of knowledge, skills and
performance
•Educational background, including reading
and writing level and language(s) spoken
• Job category and job description
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3. •Identify and review relevant content resources
use existing content resources in the design of
the training course
•Develop learning objectives based on essential
KAS required to perform job tasks
•Ensure that learning objectives appear in the
course materials for the trainer and learners
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4. IN YOUR TRAINING DELIVERY ROLE, YOU
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SHOULD :
•Arrive early for the course every day (but
especially on the first day)
•Greet the learners individually and as a group
(especially on the first day)
•Learn the names of the learners quickly
•Describe the design of the training course
clearly and thoroughly
•Encourage the learners to ask questions
5. •Refer to your own experience and credentials
modestly and in ways that are appropriate for
the group
•Positive behavior and attitudes that support
the course goal and learning objectives
•Explain roles, responsibilities, learning
objectives, expectations, and group norms
clearly
•Provide opportunities for learners to share
their expectations
•Respect and build on the knowledge
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6. •Collaborate and build relationships with
learners
•Adjust your training and communication
style to meet the needs of the learners Handle
problems and challenges effectively and
courteously
•Dress consistently with local norms
•Always be on time
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7. •Respond politely to answer questions
•Use a variety of learning approaches
•Respect answers and viewpoints different
from yours
•Encourage learners to try out new
behaviors and skills, and provide
encouragement and positive feedback when
they do
•Manage any negative individual or group
behaviors
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8. •Help learners to feel comfortable to fully
participate in the training and learn from one
another as well as from the trainer
•Provide opportunities for learners to answer
questions raised by their peers
•Encourage learners to explain training
messages to their peers
•Create a climate of fun by doing things the
learners enjoy and find humorous or engaging
•Help and encourage the learners to look at
situations from different perspectives
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9. •Provide positive, timely feedback to learners
when they have performed well
Follow the progress of the learners during
activities, and provide direct, specific
feedback to reinforce accurate responses
Validate learners’ questions, feedback, and
concerns, while preserving their individual
dignity and self-esteem
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10. •Use a variety of instructional media.
•Ask learners to share their viewpoints so
that the training can build on their
knowledge and backgrounds
•Explain concepts and procedures clearly
•Listen carefully for learners’ feedback about
their learning needs and respond accordingly
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11. •Add your own suggestions to feedback from
the learners about what should be changed to
improve the quality of the training
•Tailor verbal and non-verbal communication
to the learners’ culture and needs
•Give clear and concise directions
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12. •Reinforce essential or critical messages
•Use voice, gestures, silence, movement,
posture
•Ask questions and encourage interaction
•Use culturally appropriate anecdotes
•Illustrations, analogies, and humor to
enhance learners’ understanding and
involvement
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13. •Check learners’ understanding by asking
questions, assessing responses, conducting
informal conversations, and observing
practice sessions
•Change the presentation approach in
response to cues from learners
•Help learners to distinguish between fact
and opinion during discussions
•Summarize or conclude learning
experiences by asking questions
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BELIEFS ABOUT SELF
•Is a learner
•Is flexible
•Is tolerant of other viewpoints
•Is curious
•Is non-judgmental
•Is willing to take risks
•Is innovative
•Is enthusiastic
•Is helpful
•Encourages fedback
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BELIEFS ABOUT SELF
•Can communicate on different levels
•Can guide others constructively in
developments
•Can explain in ways which others can
understand
•Can acknowledge their own errors or lack of
knowledge
•Is interested in what others do
•Can identify where people are starting from
•Can identify outcomes and effects of
development
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BELIEFS ABOUT SELF
•Finds learning fun
•Uses initiative
•Is empowered
•Shows respect for others
•Looks for the positives
•Checks rather than assumes
•Influences with integrity
•Likes people
•Gives recognition
•Has a repertoire of alternative strategies
17. BELIEFS ABOUT LEARNERS
•Everyone makes the best choice available to
them at the time
•We are naturally learning creatures
•People want to develop their potential
•People are willing to learn if learning is
offered in the right way for them
•People learn by example rather then by
teaching
•People need to practice, not just learn to
discuss
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18. •People learn more when it’s fun
•People are learning all the time
•People doing something always have ideas
about how to do it better
•People know more than they think they
know
•People can decide for themselves the best
way for them to learn
•Everyone has some special gift(s)
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19. BELIEFS ABOUT HOW THE WORLD WORKS
•All behaviour is communication
•Every failure is an opportunity for
development
•We create the story of our lives
•We are a mind, body and spirit combined,
and work best when all are working together
•The journey to excellence never ends
•The world is a place of abundance
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20. •It is individuals who change the world
•Everyone wants the best that is possible
•Integrity brings its own reward
•We always have a choice
•We are creators, not victims
•Anything we can imagine is possible
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21. ADDED WAYS TO MOTIVATE
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LEARNERS
• High light value of training
• Train people when they are motivated to learn
• Provide training that is critical to the job, avoid
information dumping
• Seek learner’s input into training design
22. • Provide active training
• Include fun in your training, games, puzzles,
exercise
• Provide active training
• Include fun in your training, games, puzzles,
exercise
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23. • Provide active training
• Include fun in your training, games, puzzles,
exercise
• Provide active training
include fun in your training, games, puzzles,
exercise
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24. Presentation Tips
• Your Introduction
• • Look confident… smile, greet people
warmly and stand straight and tall
• • Make your opening powerful. Include
what you are going to cover, and how you
are going to lead the session
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25. • Remember the principle: WHAT’S IN IT
FOR THEM?
• • Let the group know that you are good
at this area of their interest and the
session will be valuable to them
• • Check that what you are going to cover
is what they are interested in
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26. • Presenting the content
• • Make sure that everyone can see and
hear you, each other and any aids such as
witeboard, overheads, etc…. Without
straining.
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Your voice
• • Use your voice to stress and emphasize
special point you make
• • Use pauses to create impact and curiosity in
your listeners
• • A useful rule is always to project your voice
to the person furthest from you in the room. (Ask
the participants to do the same. That way
everyone will be able to hear)
• • Repeat more loudly any questions that is
asked by the participant with a soft voice to
make sure that everyone else can hear it
28. • • When you ask a question, leave enough time
for all participants to think about it. (Some
participants will need more time to think about
and rehearse their answers before they actually
speak)
• • When choosing your words, remember to
use visual and active words to hold the attention
of the visual and physical learners.
• • Use an open ended question approach
continually, so as constantly drawing on the
experience of participants.
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29. • Your Eyes
• • Keep a general, roaming eye contact with everyone
in the group so that no one feels excluded from your
attention.
• • When someone asks a question or offers a
comment, look directly at them for a second or two so
they can see that you are listening attentively to them as
an individual and value their contribution.
• • However, when you put a question to the group, it is
usually less intimidating if you don’t look pointedly at
individual participants.
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30. • Summing Up
• Make sure that you ask the participants to
summarize the key points just before they leave
the session.
• This way you can reinforce the learning you
want them to remember.
• Just remember that people are usually fun’
intriguing and curious, so
• Enjoy Yourself!!
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31. Establish a Comfortable
Learning Environment
• Focus on the situation, issue, or behavior,
not on the person.
• Maintain the self-confidence and self-esteem
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of others.
• Maintain constructive relationships.
• Take the initiative to make things better.
• Lead by example.
32. • Enter into the discussion enthusiastically
• Give freely of your experience
• Keep confidences and assume others will.
• Follow The Basic Principles
• Confine your discussion to the topic.
• Appreciate the other person's point of
view.
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33. • Show interest
• Listen for content and feelings
• Look for nonverbal cues
• Use humor as appropriate
• Control distractors
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34. • Maintain eye contact with participants
• Link to organizational issues and other
training
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35. Develop Participation
• Keep air time under 40%
• Ask open-ended questions
• Count to 10. Wait a full 10 seconds after
asking your questions
• Call on someone by name
• . Give verbal reinforcement
• Give nonverbal reinforcement
• Use networking
• Defer to the group
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36. Give Clear and Concise
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Instructions
• 1. Use simple sentences.
• 2. Give step-by-step instructions
• 3. Make smooth transitions
• 4. Speak clearly and audibly
• 5. Use visual aids effectively
• 6. Check for understanding
• 7. Ask participants to summarize
37. Manage Over Participation
• 1. Refer to ground rules
• 2. Ask closed-ended questions
• 3. Ask for link to topic
• 4. Use reflecting statements
• 5. Ask others for opinions
• 6. Summarize and move on
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38. Guidelines for Giving and
Receiving Feedback
• 1. Be specific
• 2. Describe your own reaction to the
behavior
• 3. Suggest alternatives
• 4. Describe in terms of "more of" or "less
of."
• 5. Provide feedback as an equal.
• 6. Offer only what the other person is ready
to hear
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39. When receiving feedback from
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others:
• 1. Listen actively.
• 2. Maintain eye contact
• 3. Use body language that shows interest
• 4. Seek clarification
• 5. Remain nondefensive
• 6. Allow the speaker to finish
• 7. Take notes to capture feedback
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do’s and don'ts"
during any learning session
• DO'S
• • Do maintain good eye contact
• • Do prepare in advance
• • Do involve participants
• • Do use visual aids
• • Do speak clearly
• • Do speak loud enough
• • Do encourage questions
41. • Do recap at the end of each session
• • Do bridge one topic to the next
• • Do encourage participation
• • Do write clearly and boldly
• • Do summarize
• • Do use logical sequencing of topics
• • Do use good time management
• • Do K.I.S. (Keep It Simple)
• • Do give feedback
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42. • Do position visuals so everyone can see them
• • Do avoid distracting mannerisms and
distractions in the room
• • Do be aware of the participants' body language
• • Do keep the group on focused on the task
• • Do provide clear instructions
• • Do check to see if your instructions are
understood
• • Do evaluate as you go
• • Do be patient
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DON'TS
• • Don't talk to the flip chart
• • Don't block the visual aids
• • Don't stand in one spot--move around
the room
• • Don't ignore the participants' comments
and feedback (verbal and non-verbal)
• • Don't read from curriculum
• • Don't shout at participants
44. COPING WITH PROBLEM PARTICIPANTS
• Hesitant – shy, reluctant, silent, socialise
hesitant participants, ask easy question
• Monopolizer- big- talker, gobble up all the
available time
• Would you mind if we got another opinion on
this one
• VOICE OF EXPERIENCE VICTOR – SEEMS TO HAVE
TREMENDOUS NEED TO BE HEARD-IN
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45. Puts are not necessarily offensive –treat
victor politically
• Arguer constantly disagree – ask anyone
want to respond. I understand your
position. You believe that-
• Non listener – tend to interrupt, cut other
off, leap into the fray before other have to
say. - Ask for restatement, ask for
listening
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46. • Idea zapper – tend to interrupt, cut
other off, leap into the fray before other
have to say – ask for restatement, ask
for listening
• Idea zapper – deflate everyone’s idea i
it will never work, we have tried too
early, but
• Complainer – blaming, fault finding,
gloomy observation problem magnifier
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47. • Ask him – do you have any idea
encourage to search other side of thing
• Rigid one – tough, disagree – say other
views do exist
• Hostile one – questions designed to
embarrass or influence – i see you
have strong feeling on this – issues,
would you care for my opinion
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48. • Angry one – aggressive, unfriendly – total
silence to constant complaining
• Negative one – nothing will work, people
are impossible – ask him anything
positive
• Clown – ill-fitting, irritating humor – tap
and reward his serious side
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49. • Show off – show off his knowledge,
big-words, funny phrases, unique
experience
• Tangent talker – attention seeker
counseling
• Unwilling participant
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50. Deal with Aggressive Behavior
• 1. Maintain a relaxed posture
• 2. Remain nondefensive
• 3. Clarify and acknowledge
• 4. Clearly state behavior change needed
• 5. Use a problem-solving approach.
• 6. Let the group help you deal with the
problem
• 7. Ask to discuss problem privately
• 8. Allow other person to save face
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