Recommandé
Contenu connexe
Tendances
Tendances (20)
Similaire à Module 3 Part B - Facilitation Skills for Trainers
Similaire à Module 3 Part B - Facilitation Skills for Trainers (20)
Dernier
Dernier (20)
Module 3 Part B - Facilitation Skills for Trainers
- 1. SNOHOMISH COUNTY PUD Train the Trainer Module 3 Part B Facilitation Skills for Trainers
- 2. SNOHOMISH COUNTY PUD Overview • What Makes a Great Trainer? • Creating a ‘Safe’ Learning Environment • Be Prepared for Participants’ Reaction to Possible Change • Managing Challenging Classroom Situations • A Few Facilitation Reminders
- 3. SNOHOMISH COUNTY PUD What Makes a Great Trainer? • Active Listening • Selecting Words Carefully • Read Your Audience and Check for Learner Understanding • Using Repetition to Reinforce Learning • Summarizing vs. Reviewing: Differences in Skills • Effectively Engaging Participants Be sincere, confident, enthusiastic and have a sense of humor
- 4. SNOHOMISH COUNTY PUD What Makes a Great Trainer Cont.? Active Listening Active listening encourages a true dialogue that achieves mutual validation and enables understanding. • Tunes in and out • Mainly focused on him / her self and own thoughts • Is quiet, passive, and unresponsive • Has a detached posture • Hears words but does not really listen • Stays on surface of communication • Listens logically • Is emotionally detached • Receives information by being talked to rather than being equal part of conversation • Fully focused on listening • Is alert and directly involved • Maintains eye contact • Restates what person said • Asks clarification questions • Is emotionally fully engaged Level 1: Non-Listening Level 2: Passive Listening Level 3: Active Listening
- 5. SNOHOMISH COUNTY PUD What Makes a Great Trainer Cont.? Selecting Words Carefully • Create a positive environment with your words • You may say one thing, and the participant will hear something completely different Trainer – What you Say Participant – What they Hear “If you look carefully….” You didn’t do careful work “I know you’re trying, but….” No matter how hard you try, you wont get it “Most people here understand…..” “As most of you already know…” You’re not as smart as most of the other people here
- 6. SNOHOMISH COUNTY PUD What Makes a Great Trainer Cont.? Read Your Audience and Check for Learner Understanding • Listen and watch for non-verbal signs of confusion, frustration, or disinterest • Turn non-verbal signals into words: o Are you with me? o Shall I go over that again? o How are we doing? o Is something not quite clear? o What questions do you have? • Maintaining eye contact will help this
- 7. SNOHOMISH COUNTY PUD What Makes a Great Trainer Cont.? Using Repetition to Reinforce Learning • Using Repetition is key for adult learners • In everything you will be delivering, you want to: o Set it up o Tell them in the form of demonstration or practice o Summarize key concepts and main points Tell them what you told them Tell them Tell them what you’re going to tell them
- 8. SNOHOMISH COUNTY PUD What Makes a Great Trainer Cont.? Summarizing Vs. Reviewing • These are similar concepts, but require different skills: Reviewing • Prepares learners for the next lesson by refreshing their understanding • In the course materials, we use “Knowledge Check” and “Q&A” as the primary mechanisms for content reviews
- 9. SNOHOMISH COUNTY PUD What Makes a Great Trainer Cont.? Technique How to Active, two-way communication facilitates learning. Rather than asking the learner, “Do you understand?” ask “What isn’t clear?” This encourages the learner to talk. People learn best in a non- threatening environment. Make the learner comfortable. Don’t use your “expertise” to impress. Adults learn best by doing a task. After explaining and demonstrating a skill, let the learner try. Adults deserve and need reasons “why”. Supply the learner with a logical reason “why”. Effectively Engaging Participants
- 10. SNOHOMISH COUNTY PUD What Makes a Great Trainer Cont.? Technique How to People learn faster when they know how they are doing. Constantly tell the learner what he / she is doing well and what to work to improve on. “Jargon” intimidates. Explain the technical terms you use. Learning increases when a difficult, complex job is broken down into steps. Explain step by step. Check for understanding before going on to the next step. Adults want to be recognized for what they already know. Ask the learner what he / she already knows about a given task or what related experience he / she’s had. Effectively Engaging Participants Cont.
- 11. SNOHOMISH COUNTY PUD Creating a “Safe” Learning Environment Module 1: Overview of Classification Relate training to real life Be sensitive to resistance Introduce yourself Student introductions Set ground rules Create InterestIntroductions Be open to questions Learning by doing Applaud effort Respect questions Encourage Participation
- 12. SNOHOMISH COUNTY PUD Creating a “Safe” Learning Environment Prepare me for what is new or changing Prepare me with job expectations Tell me what I am supposed to produce Tell me what I must be able to do Show me how it works Show me how an expert does this job Let me practice in safety Let me learn from mistakes Help me use on-line help Help me be self-sufficient Prepare Me Tell Me Show Me Let Me Help Me
- 13. SNOHOMISH COUNTY PUD Be Prepared for Participants’ Reaction to Change Training usually take place in a corporate environment due to impending change. People react to change in a wide variety of ways which can have an effect on the learning that happens in the classroom. The reason for these reactions is often because people: • Lack the appropriate information, skills and knowledge, or understanding of business rationale and context • Are not ready to change or have to change their ways • Are anxious about being left behind, fear appearing unprepared or ridiculous, etc.; fear new technologies • Feel a total loss of control over their future; are adversely affected by rumor mill; have displaced feelings • Remember or have heard of a previous training experience that may not have been beneficial; can’t see the benefits • Perceive that time / energy is being taken away from job or personal life to be trained; workload imbalance
- 14. SNOHOMISH COUNTY PUD Managing Challenging Classroom Situations What is a “Challenging Classroom Situation?” • Side-Bar Discussions • Inattentive Learners • Reluctant Learners • Oppositional Learners • Argumentative Learners
- 15. SNOHOMISH COUNTY PUD Managing Challenging Classroom Situations Cont. Do This… R Relax and restate course / training objectives E Empathize and acknowledge expertise and acceptable behavior; give negative feedback privately S Spend time with then over breaks and listen P Provide positive reinforcement; let them know their concerns are valid, but they can still achieve goals E Explain or give examples of “what’s in it for them” C Capture issues that cannot be resolved in the classroom; use the “parking lot” T Thank the participant and involve the larger group in addressing the concern When Being Challenged, Use R.E.S.P.E.C.T.
- 16. SNOHOMISH COUNTY PUD A Few Facilitation Reminders • Prepare for and create an effective classroom environment • Know your content and your audience • Manage the agenda, time, and questions • Be flexible wherever required – YOU own the classroom • Use training aids to enhance learning • Frequently summarize and review
- 17. SNOHOMISH COUNTY PUD A Few Facilitation Reminders Cont. • Encourage questions and follow-up on issues • Apply feedback to subsequent classes • Be positive and practice! Remember: • Training is NOT the same as KNOWING • Telling Ain’t Training
- 18. SNOHOMISH COUNTY PUD End of Module 3 Part B Slides
Notes de l'éditeur
- Classroom environment affects a learner’s ability to learn. It also influences the learner’s perception of training and motivation to learn. One of your primary tasks as a trainer is to create an environment in which participants feel encouraged to learn and ask questions. “No matter how well we configure the new system, if the users don’t feel prepared, they won’t use the new system.” Following are some guidelines for how to best present the course; however YOU own the classroom. You will need to adjust the flow to meet the needs of your learners. Introductions make everyone feel more comfortable Set ground rules around time, breaks, asking questions, parking lots, distractions (cell phones, emails, web surfing), respecting each other and facilities, etc. Be enthusiastic about training (for example, illustrate the positive, be an advocate for change, be sensitive to resistance, avoid overselling) Encourage participation Be conscious of your individual style Practice! Watch your hands, face, pacing, volume, clarity Take breaks… “The mind can absorb only as much as the seat can endure!” Talk slower, talk louder, face the audience Encourage note taking in the participant guide Check for understanding – look for disinterest and ask participants if they understand (“How are we doing”, “Do you have any questions”)
- (30 Minutes) Capture on whiteboard/flip chart. Determine who will be the spokesperson. Spokesperson comes to front of class.
- Users need help coping with the learning curve by having trainers provide the knowledge, skills, and abilities they need to be effective. Resistance is a behavior that attempts to preserve the known and avoid the unknown. It is a natural and expected part of any change. As agents of change, you will notice people will fall into 3 “profiles” as they go through the change process – the “30-50-20 rule.” On an average: 30% will actively promote the change 50% will “wait and see” 20% will always resist What is most important to know is that: the 20% will not sabotage your efforts you will invest most of your energy on swaying the 50% you need to support and encourage the 30% and, you will never convert a full 100%!
- There are different ways to address resistance to change – one of which is training.
- Relax and take a moment to collect yourself. Review ground rules, if necessary. Empathize with their feelings and clarify the meaning of words and phrases: Saying "I know exactly what you mean," is vague and impersonal. Saying "I know how difficult this was for you because I also had to learn this recently,” can open up a dialogue with the recipient. Spend time with them over breaks, show interest, listen to their grievance, talk about your experience with SAP / project / change. Provide positive re-enforcement for competence, let them know their concerns are validated, but that they can achieve the goals. Explain or give examples of “what’s in it for them.” Capture issues that cannot be resolved in the classroom and forward to the right people. Thank the participant for the criticism and involve the larger group in addressing the concern; ask the rest of the class how they will deal with it.
- Read your materials; make notes (comments that you want to make during the class) on your copy of the training materials Ask questions of subject matter experts, if required Practice transactions to allow for easy demonstrations and exercises Check steps and data to practice exercises Complete a dry run of the course to practice timing Become comfortable switching between Course PowerPoint slides and SAP Know where to get support Check and become comfortable with the equipment Locate supplies Use visual aids Arrive early to become familiar with the equipment, layout of the room, etc.