if you want to be an effective trainer.

1. Training the Trainer
Sharing work shop
Trainer Name: Mr. Ros Hoeun
5 years experiences in Training and Development,
Professional Life Trainer at Pour un Sourire d’Enfant (PSE)

2. SOCRATES
“I CANNOT TEACH ANYBODY ANYTHING, I CAN ONLY MAKE THEM THINK”
Bachelor of Art in Philosophy at
Royal University of Phnom Penh

3. WHY PARTICIPATE THIS TRAINING?

6.  T – Tell people things only if they cannot do so themselves or
do not know it
 R – Repetition and practice makes permanent and perfect
 A – Attitudes are not taught, they are caught
 I – Involve participants to get maximum results
 N – Needs analysis is the starting point of training
 E – Evaluate results for constant improvement
 R – Reading materials are to complement and reinforce
learning
Trainer Remember!

7.  Writing and sharing
 Cooking Curry Chicken
 Unity Boat
 Hide & Seek
Expectations Check

8.  Time keeping
 Mobile ‘phone use (or not)
 Confidentiality
 Listening to each other
 Agreeing to differ – respecting the opinions of
others
 Importance of asking questions
Typical issues that are included in a learning
agreement include

9. 9
Brain Size and Feature

10. 10
Human Brain

11. First System
It’s for basic need
or life demand
 Body protection
 Sleeping or resting
 Food and Water
 Temperature

12. Second System
This is for
emotional brain:
 Self-encouragement or
not self-encouragement
 Self-confidence or not
self-confidence
 Attention or not
attention
 Interest or boring

13. Third System
This is intelligence
brain, only human can
have it.
 Comparison, analysis,
 judgment and relation.
 Review
 Imagination, creation
 Decision, planning

14.  Speech
 Calculations
 Intellectual
Analysis
 Reading
 Writing
 Naming
 Ordering
 Sequencing
 Critique
 Evaluation
 Logic
 Creativity
 Artistic Activity
 Musical ability
 Emotions
 Recognition
 Comprehension
 Perception of
abstract
 Spatial abilities
 Facial Expressions
 Holistic ability
 Intuition
 Images
 Color

15. ល ឿង ល ៀវ ក្រហម
ក្រហម បៃតង ល ឿង
បៃតង លមៅ ក្រហម
បៃតង ក្រហម ល ៀវ
15

16. How can you give 3 cuts with this cake to make
8 equal pieces?
16

17. How can you plant 10 trees in 4 straight lines
with 4 trees per each?
17

18. 18
1
3
4
2

19. 1. What is learning?
2. Factors affecting learners and the learning process
MODULE 1: PROCIPLE OF LEARNING

20. What is learning
In the most basic sense learning involves
acquiring new knowledge, skill and attitudes
that result in some change in our ability to do
something. In competence-based training we
seek to promote a change that results in greater
competence to perform certain desired work
function

21. Principle 1: Use and stimulate the senses
Mental activity is stimulated through our five senses. Research suggests the
following as percentages of how much each sense contributes to our learning

22. The greater the commination of our senses that are stimulated
in learning, the more successful the learning is likely to be:
10% Of what we read
20% Of what we hear
30% Of what we see
40% Of what we see and hear
50% Of what we discuss
70% Of what we experience
90% Of what we teach
The best trainer need to engage students in thinking, questioning and
doing real work activities is central to promoting effective learning

23. Principle 2: Recognize the learning curve
It is important, to help trainer and students to aware of these spurts and plateaus in their
learning. This will help them to maintain their confidence and motivation in learning

24. Principle 3: Don’t abuse the attention span
Attention plays a crucial role in learning. Without good attention,
learning is likely to partial ineffective

25. How to push the attention Reset Button ?

26. How to push the attention Reset Button ?
 Tell a story
 Make them laugh
 Make a transition
 Break for Q & A
 Change something
 Get them to write
 Take a break
 Songs

27. How memory works ?
How forgetting occurs ?
Principle 4: Encourage the effective use of memory

28. How memory work ?
1. A short-term memory system (STM), which can only cope with
approximately 7 bits of information at one go.
2. A long term memory system (LTM), which has almost an infinite capacity
for storing information. This contains all information we can recall

29. How forgetting occurs ?
Over 60% of factual information will be lost within 48 hours if
there is no subsequent rehearsal or review of what was learn.
Making students understanding, question, answer sessions or
activities are much more resistant to forget.

30. Principle 5: Try to motivate students in their learning

31. Maszlow’s Hierarchy of Needs
Self actualization
Esteem
Love / social
Safety
Physiological Breathing, food, water, sex, sleep…
Security, employment, family, health,
property
Love, family, sexual
intimacy
Self esteem, confidence,
respect
Morality, creativity,
problem solving…

32. Principle 6: Accommodate different learning styles
• Seeing picture,
words, diagrams
• Listening to
explanation
• Actually doing
the activity

33. 1. Picture
2. Scenes
3. Images
4. Logos
5. Diagrams
6. Graph
7. Charts
8. Photos
9. Drawings

34. 1.Words
2.Music
3.Sounds
4.Accents
5.Conversation

35. 1. Exercise
2. Action
3. Reflection
4. Task
5. Experiment

36. Do remember that learning is a complex process and is influenced
by many factors. Also students have their own distinct
personalities, motivation, and concern. As trainer we try to
understand both the general processes of learning and the
uniqueness of each individual.

37. 1. Objective Development
2. Learning Environment
Module 2

38. What is Objective?
Why Trainer have to develop objective ?

39. These are specific action statements, which
specify what the trainee will be able to do, or say,
or think, as a result of attending a course or a
particular session. They do not state what the
instructor will do or teach

41. Exhibit memory of previously learned
materials by recalling facts, terms, basic
concepts and answers
 Knowledge of specifics - terminology,
specific facts
 Knowledge of ways and means of
dealing with specifics - conventions,
trends and sequences, classifications
and categories, criteria, methodology
 Knowledge of the universals and
abstractions in a field - principles and
generalizations, theories and
structures
Questions like: What are the health
benefits of eating apples?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

42. Demonstrate understanding of
facts and ideas by organizing,
comparing, translating,
interpreting, giving descriptions,
and stating the main ideas
• Translation
• Interpretation
• Extrapolation
Questions like: Compare the health
benefits of eating apples vs.
oranges.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

43. Using new knowledge, Solve
problems in new situations by
applying acquired knowledge,
facts, techniques and rules in a
different way
Questions like: Which kinds of
apples are best for baking a pie,
and why?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

44. Examine and break information into
parts by identifying motives or causes.
Make inferences and find evidence to
support generalizations
• Analysis of elements
• Analysis of relationships
• Analysis of organizational principles
Questions like: List four ways of
serving foods made with apples and
explain which ones have the highest
health benefits. Provide references to
support your statements.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

45. Collect information together in a
different way by combining elements
in a new pattern or proposing
alternative solutions
 Production of a unique
communication
 Production of a plan, or proposed
set of operations
 Derivation of a set of abstract
relations
Questions like: Convert an "unhealthy"
recipe for apple pie to a "healthy"
recipe by replacing your choice of
ingredients. Explain the health
benefits of using the ingredients you
chose vs. the original ones.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

46. Present and defend opinions by
making judgments about information,
power of ideas or quality of work
based on a set of criteria
 Judgments in terms of internal
evidence
 Judgments in terms of external
criteria
Questions like: Do you feel that
serving apple pie for an after school
snack for children is healthy?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

47. describe
discuss
explain
express
identify
locate
report
restate
review
tell
translate
apply
calculate
dramatize
employ
examine
illustrate
interpret
operate
practice
schedule
solve
use
count
define
draw
list
name
record
relate
repeat
underline
analyze
calculate
categorize
compare
contrast
debate
diagram
differentiate
examine
question
test
arrange
collect
compose
construct
create
design
formulate
integrate
manage
organize
plan
prescribe
propose
choose
compare
criticize
estimate
evaluate
judge
measure
rank
rate
revise
score
select
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Goodhart F., Verdi P., Kennedy S. Assuring
Quality in Health Education. Presented at
the Mid-Atlantic College Health Association,
October 25, 1991. MD,: Baltimore.
Reprinted with permission from Dr. Susan
Kennedy

48. A Clear Guide to Writing Objective Statements
A well-written objective statement provides a
clear picture of the outcome or performance
you expect as a result of the lesson. It should be
specific, concise, and, most importantly,
observable or measurable.

49. Objective statements contain three parts:
Objective Part Description Verb
Behavior
Performance
Specific and observable List, Define, Solve, state, describe,
Condition
To drive , The pilot fly “In
which condition”
List? Define? Solve? State?
Describe? To drive? To fly? To
type?
Criterion Expected level
To type “How long it can take? An
hour, a day or a month?

50. What is learning ?
Learning is the process of acquiring new
knowledge, skill and attitude. So objective
must be contain with this three elements.

51. The knowledge
51
KNOWLEDGE
Know the main
towns of all
countries
Know the
multiplying
tables
Know the list of
US presidents
Know a poem
The SAVOIR is what you can learn by heart

52. The know-how
52
The SAVOIR-FAIRE is what you are ABLE to do
Know-how to bake a
cake
Know-how to write a
letter
Know-how to take
notes
Know-how to register
invoices
Know-how to build a
wall
KNOW-HOW

53. The soft skills
53
The SAVOIR-ÊTRE is the behaviour among other people.
The soft skills are all what is not technical.
SAVOIR-ÊTRE
Welcome a customer
Be smiley
Behave well
Be strong when
necessary

54. To put an objective into words
54
To write clear objective, clear and precise words must be used, in order to
avoid confusing and wrong interpretations
Words to avoid
To know To write
To understand To say
To appreciate To identify
To believe
To list
To compare
Words to use

55. Learning Environment

56. 1. What kinds of class environment you have learnt ?
2. What kinds of class environment you want to learn ?

57. 1. “U” shape
Advantages
• Businesslike
• Trainer can walk into ‘U’
• Generally good participant visibility
• Standard, therefore non-threatening
Disadvantages
• Somewhat formal; needs ice-breaking
• Some participants masked by audio visual equipment
• Front participants constantly at 60-90° (neck ache)
• Rear participants are far from screen/flip chart

58. FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video

59. Advantages
• Best pattern for visibility/neck ache
• Optimum trainer/participant contact
• Less formal and intimidating than ‘U’
Disadvantages
• Space requirements (only small groups)

60. FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video

61. FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video

62. 3. Herring Bone
Advantages
 Space effective for large numbers
 All participants at good angle to screen/flip chart, etc
 Trainer can walk down ‘spine’
Disadvantages
 Several participants ‘masked’ by others
 Reminiscent of school
 Encourages dysfunctional groupings
 Rear participants far from screen/flip chart, etc
 Relatively poor participant/trainer contact

63. ‘Bistro’
FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video

64. Advantages
 Ideal for ‘teambuilding’ sessions and
 small group workshops
 Informal: encourages maximum trainee
 participation/identification
 Original: encourages open-mindedness
 Trainer can ‘circulate’
Disadvantages
 Some participants have poor visibility or may be constantly at an angle to
 screen/flip chart
 May foster lack of attention and encourage side conversations
 Encourages splinter group identification
4. ‘Bistro’

65. 5. Circle
Advantages
 Ideal for sensitivity training sessions
 Encourages maximum participant involvement
 Excellent trainer/participant contact
 Minimum side conversations;
 no informal group formation
Disadvantages
 Difficult to find tables which can be set up in a circle
 Some participants have poor visibility/neck ache
 Without suitable tables participants may feel unnecessarily
‘exposed’
 Overtones of ‘touchy/feely’ style encounter groups

66. FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video

67. Advantages
 If room is well designed, excellent
 visibility and acoustics
 Very space-effective
 Good for lecture-type presentations
Disadvantages
 Very poor trainer/participant contact
 Difficult to set up unless room is designed with permanent
seating
 Back rows must be elevated
6. Amphitheatre

68. FC = Flip Chart / OH = Overhead / S = Screen / C = Carousel / V = Video

69. Effective Training
69

70. 70
What is training Techniques?

71. • Brainstorming
• Group Work
• Demonstration
• Role Play
• Case Study
• Lecture
• Study Tour
• Story Telling
71
Training Techniques
Source:ActionforResearchandDevelopment(ARD)

72. Brain Storming
72
Measurement Understanding
Not rejectthe idea

73. Group Work
73
Speak out more Forshy participants
Fully participation
Helping eachother

74. 74
Five Stages
Perhaps the most widely-used theory of group process was described by
BW Tuckman. He described groups as typically going through four stages:
 forming
 storming
 norming
 performing
Later, Tuckman added a fifth stage, signifying the importance of the way
groups are ended:
 adjourning.

75. 75
When people come together for the first time, they may
be excited, wary, hopeful, shy, curious, anxious, and so
on.
In the training context, the trainer usually tries to put
participants at ease by:
–giving them a chance to get to know one another
(through icebreaker activities);
–letting them know what they can expect of the course
(aims, objectives and the course schedule); and
–clarifying how they are expected to work together
during the course (ground rules).
Forming
 forming
 storming
 norming
 Performing
 adjourning.

76. 76
 During this stage, some participants may be a bit shy
and may be reluctant to put forward their points of
view, or even to call attention to themselves, in case
they 'get it wrong' and are criticized by the tutor or
other group members.
 Having frequent coffee breaks helps to facilitate the
forming stage, giving participants more informal
opportunities to explore what they have in common
with each other.
 During the forming stage, people may get together
into smaller subgroups. The trainer may be able to
facilitate or manipulate this, if appropriate.
 forming
 storming
 norming
 Performing
 adjourning.

77. 77
 As participants get to know the tutor and each other and the
tutor, and start to explore the course material, some of them
may find that they disagree as well as agree about various
things, including how they would like to work within the
course.
 As they feel more confident and bolder, they may argue for
their point of view, and may challenge the trainer or try to
attract their attention. They may even challenge one or more
of the ground rules set by the trainer or group.
 At this stage, people often take a particular role within a
group (we will look at group roles later in this module). This
role is likely to be similar to roles they have taken in other
group situations (such as family, school or workplace).
 forming
 storming
 norming
 Performing
 adjourning.

78. 78
Norming
Once participants have explored their roles, their
points of view, and perhaps their own different aims
within the course, they generally come to a
consensus of how they will work together towards
common goals.
 forming
 storming
 norming
 Performing
 adjourning.

79. 79
 forming
 storming
 norming
 Performing
 adjourning.
Once they have agreed on their negotiated
ground rules and their goals, and become
more familiar and comfortable with other group
members, they can focus on the learning
activities, rather than on the group itself.
 Performing

80. 80
 forming
 storming
 norming
 Performing
 adjourning
Adjourning
A training course group eventually comes to an end. At the end
of a course, it is useful to summaries or review the main
learning points, so that participants leave with a sense that
their time has been well spent. It is also helpful to assess what
they have learned, as individuals, so that they feel their
achievements have been recognized.
•A course ending also marks the transition to the next
people need to be clear about what comes next.
It can help to let them know about opportunities they may have
to get together in the future (eg at workers' meetings and/or at
social events, if your bureau has them).
You can also give them some free time during the last session
to exchange contact information, if they wish to do so.
You may also want to have a party or

81. Student Demonstration
81
Interested and easy to get knowledge
Demonstrate function of copier

82. Role Play
82
Usetheir imagination, knowledge,
experiences
Identify greatest strength and weakness
by feedback
Get experiences while facing real
situation

83. Case Study
83

84. Lecture
84

85. Story Telling
85

86. Study Tours
86

87. EFFECTIVENESS OF DIFFERENT METHODS
87

88. 88
Trainer pay attention !

89. Trainer pay
attention !
 Name and faces
 Icebreakers
 Enthusiasm
 Nerves
 Behaviors
 Light house Techniques
 Discussion Going
• All remains
89

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91. When faced with a room full of new trainees
you will need to remember their names
 Listen to name
 Spell it in your head
 Repeat name as often
as possible during training event
91
NAMES AND FACES

92. Professional trainers always start with an Icebreaker or Inclusion
Activity
WHY?
 When trainees arrive in a training room they are usually a loose
mix of individuals with different mind sets
 At the beginning of a course, trainees are usually not thinking
about the trainer or the course content but about their neighbor,
coffee time for phoning/messages, the
92
ICEBREAKERS

93.  If you’re not enthusiastic about your subject,
how
can you expect the trainees to be!!
 Consciously use your eyes and eyebrows to
communicate enthusiasm
 Always keep a energy in your voice
 Fight boredom of repetitive sessions by
introducing new stories, examples, etc, or by
changing lesson structure
93
ENTHUSIASM
YOU GOTTA BELIEVE!

94. NERVES
94

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96. Sweep the audience with your eyes, staying
only 2-3 seconds on each person - unless in
dialogue.
96
LIGHTHOUSE TECHNIQUE

97. DISCUSSION GOING
 Building
 Boosting
 Blocking
 Bantering
Build on lacking answers by adding own
comments and asking for agreement or
disagreement
Support shy participants’ contributions, boost
their confidence and ask for extra comment
Interrupt dominant/talkative/aggressive
participants by asking what others think
Establish non-threatening atmosphere by
engaging in friendly repartee with outgoing
participants
97

98. 98
What Skill Trainer should have ?

99. Skill Trainer
99
Trainer
Communication Skill
Listening Skill
Questioning Skill
Presentation Skill

100. 100
Presentation Skill
Aim
Who you
speak to ?
Main PointsTitle

101. 101
Summarize Confirmation
Rephrase
Paraphrase
Listening Express
Feeling

102. 102
General
Re-direct
Direct
Questioning

103. 103
Words Mind
Actions
Eyes
Communication

104. Greatest Motivational Principle:
People Do what People See
Step 1: I do it.
Step 2: I do it and you’re with me.
Step 3: You do it and I’m with you.
Step 4: You do it.
Step 5: You do it and someone is with you.
104
Source: John C. Maxwell

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122. Course Development

123. The grids of Training
Evaluating
Assessing
Follow up
Designing
Delivering

125. • Decide what specific knowledge, skills, and
attitudes are needed to improve the employee’s
performance in accordance with the company’s
standards.
Assessing

126. The objective in establishing a needs analysis is to find out the answers
to the following questions:
- “Why” is training needed?
- “What” type of training is needed?
- “When” is the training needed?
- “Where” is the training needed?
- “Who” needs the training? and "Who" will conduct the training?
- “How” will the training be performed?

127. ASSESSING
Analysis outlining specific
training needs are customer
dissatisfaction, low morale, low
productivity, and high turnover.
• Data Collection (Survey)
• Observation
• Interview
• Custom comment card

128. Designing
• Training Objective
• Course Syllabus
• Training Materials
• Hand out
• Video Clip

129. Delivering
Participant Participant
Trainer
How to Deliver ?

130. Delivering
 Group Work
 Case Study
 Brain Storming
 Role Play
 Action Reflection
 Video Clip
 Speaker (Inside or Outside)

131. Follow up
 Whether the participants apply what they had
study or not?
 Manager
 Supervisor
 Teacher in charge
 Friend
 Family

132. Evaluating
Evaluation process after the training is critical.
Without it, the trainer does not have a true
indication of the effectiveness of the training.

133. Evaluating
• Daily Evaluation
• Pre-Test
• Post Test
• Observation
• Comment Card

134. Benefits for evaluating a training program.
• First, evaluations will provide feedback on the
trainer’s performance, allowing them to improve
themselves for future programs.
• Second, evaluations will indicate its cost-
effectiveness.