1. Training of Trainers
Enhancing Training Quality and Facilitation Skill

2. Education and Training
2
• Wide/Universal
• Started from womb
• Mostly theoretical
• Flourish the hidden
potentials
• Talent based
• Objectively focused
• Starts in professional life
• Mostly Practical
• Enhance certain
knowledge & skills and
supplementary to
education
• Skill based
All trainings are education but all educations are not training

3. Process of Learning

4. Definition of learning
Learning is defined as a relatively permanent or enduring change in
behaviour brought about as a consequence of experience

5. How learning processes in the learner?

6. Learning Domains
In general teaching and learning aims at effective change in three
domains:
Cognitive (knowledge) “Head”
Psychomotor (Skills) “Hand”
Affective (Attitudes) “Heart”

7. Retention rate
In general human can remember:
 20% of what they hear,
 40% of what they see, and
 80% of what they discover by themselves.
Research shows that in general adults to do not concentrate
beyond 40 minutes. So, adult learning should be experiential

8. Why not learn everything?

9. Training Process

10. Definition of Training

11. Definition of Training Cont...
Training is creating a learning environment, a trainer can do
much to stimulate and encourage the learning by selecting
and using appropriate methods and materials or aids.

12. Training formula
A – B = C
A = What is needed to do the job
B = What a person already know or can do
C = Performance gap and need for training

13. Changes by Training

14. Approaches of training

15. Concept of training cycle

16. Basic Types of Training
 Formal Training
 Informal Training
 On the Job Training (OJT)

17. TRAINER
T = Tolerant
R = Rational
A = Active
I = Initiator
N = Neutral
E = Evaluator
R = Responsible

18. Communication

19. Communication
Communication is a process of
exchanging meaningful information,
ideas or thoughts in between persons in
a right way, at right time, to the right
person who will be able to generate
feedback

20. Communication types
Communication
Verbal
Communication
Non-Verbal
Communication
One to one
Communication
Mass
Communication
Interpersonal
Communication
Group
Communication
Words account for only about 10
percent of our communication. The
other 90 percent is made up of
nonverbal communication.

21. Verbal Communication
verbal communication refers to how something is said.
In verbal communication, the tone of one’s voice can display
different emotions even when the words are the same. Getting
our tone right is more important to convey messages correctly.
Intonation is the rise and fall of pitch in our voices, used to
convey a range of meanings, emotions, or situations

22. Verbal Communication Cont...
 I did not say he stole the money
 I did not say he stole the money
 I did not say he stole the money
 I did not say he stole the money
 I did not say he stole the money
 I did not say he stole the money
 I did not say he stole the money
- someone else said it
- that's not true at all
- I have not spoken to anyone
about it
- I think someone else took it
- maybe he just borrowed it
- but rather some other money
- but he may have taken
some jewellery

23. Verbal Communication Cont...
So, during presentations, our tone will enable our audience to
trust and respect us, relate to us, and believe and act on what
we say.
Importantly, tone also indicates how we connect with our
audience/learners, and what main messages they will take
home.

24. Verbal Communication Cont...
During verbal communication the trainer should –
Vary the pitch, tone, and volume to emphasize important points
and avoid monotone speech
Vary the pace of delivery to make important points slowly, and
cover less important material quickly

25. Verbal Communication Cont...
Begin each session and each topic with a strong introduction
Communicate on a personal level with each of your participants
by using their names.
Avoid repeating words and phrases such as ‚Do you know what I
mean? or ‚You know? or ‚Do you understand?‛ ‛ ‛

26. Non-verbal Communication
nonverbal communication is as important as verbal
communication which has an significant impact on
establishing and maintaining a positive training climate.

27. Non-verbal Communication Cont...
 Touch
 Body movement
 Voice
 Facial expression
 Eye contact
 Dress
 eye contact
 body language
 moving around the
room

28. Non-verbal Communication Cont...
Use positive facial expressions to aid in the process of
communication
Take command of the space. Walk about the room as you talk. A
skilled trainer coordinates movements and gestures with
instructional delivery do not rush when using your space;
remember that your energy will be felt by others

29. Non-verbal Communication Cont...
Walk calmly toward participants as they respond to questions or
make comments. A slow nodding of the head while maintaining
eye contact demonstrates interest and encourages active
participant involvement.
pointing your finger can be perceived like shaking a stick at
someone.
Hold yourself in an erect, confident way. Try to feel grounded.

30. Non-verbal Communication Cont...
Avoid distracting gestures or body language, such as twitching or
bumping, excessive pacing, jingling keys or coins in pockets, or
playing with markers/pens.
Limit the use of desks, lecterns, or podiums that establish an
artificial barrier between the trainer and the participants.
C

31. Non-verbal Communication Cont...
Clothing and decoration can add or subtract from your
presentation or training. Aim to dress in tune with your audience.
If in doubt, aim for a bit more formal dress.

32. Training Methods

33. Training methods
Commonly used training methods are–
 Presentation
 Demonstration
 Case study
 Simulation
 Small group discussion
 Role play

34. Presentation
A presentation is an activity that a trainer who is knowledgeable
about a particular subject matter conducts to convey
information, theories, or principles. Forms of presentations can
be –
 Lecture style
 Lecturette style – interactive lecture

35. Presentation cont...
Presentations are used for the following:
 Introducing participants to a new subject
 Providing an overview or a synthesis
 Conveying facts
 Addressing a large group

36. Presentation cont...
Process:
 Introduce the topic
 Tell learners what you want to tell them; present the
material with the help of visual aids
 Summarize key points you have made; tell the learners what
you have told them
 Invite learners to ask questions

37. Demonstration
A demonstration is a presentation of a method for doing
something.
Demonstrations are used for the following:
Teaching a specific skill or technique
Modelling a step-by-step approach

38. Demonstration Cont...
Process:
 Introduce the demonstration; what is the purpose?
 Present the material you are going to use
 Demonstrate
 Demonstrate again, explaining each step

39. Demonstration Cont...
Process:
 Invite the learners to ask questions
 Have the learners practice themselves
 Discuss how easy/difficult it was for them; summarize

40. Small Group Work
A small group work is an activity that allows learners to share their
experiences and ideas to solve a problem within a small group.

41. Small Group Work Cont...
Small group works are used for the following:
 Enhancing problem-solving skills
 Helping participants learn from each other
 Providing wider sense of responsibility in the learning process
 Promoting team work
 Clarifying personal values

42. Small Group Discussion Cont...
Process:
 Arrange the learners in groups of four to seven
 Introduce the task
 Ask each group to designate a group leader, a recorder, and a
person to present the group’s findings
 Make sure that each group understands the task

43. Small Group Work Cont...
Process:
 Give groups time to discuss; this should not require the
trainer’s involvement unless the learners have questions for
the trainer
 Have one person from each group summarize the findings of
the group (this could be a solution to a problem, answers to a
question, or a summary of ideas)

44. Small Group Discussion Cont...
Process:
 Identify common themes that were apparent in the groups’
presentations
 Ask the learners what they have learned from the exercise
 Ask learners how they might use what they have learned

45. Training Aids

46. 5 major purposes of training aids
1. Training aids act as media for effective communication
2. Help trainees to visualize and understand the messages.
3. Help trainees to practice new skills.
4. Help trainees to implement what they have learnt.
5. Help the ex-trainees to implement and follow up their
training at their real lives.

47. Classification of training aids

48. Classification of training aids Cont…
 Training Media: Training media is the communication
technologies used to convey the information or messages to
be presented in the training
 Training Materials: The materials are the programs, charts or
images which are to be required to conduct the trainings

49. Examples of training aids
Training Media Training Materials
 Chalkboard
 Flipcharts
 Posters
 Displays
 OHP
 Slides
 TV
 Video
 Radio
 Audio Cassette
 Computers
 Multimedia Projector
 Manuals
 Guides
 Posters
 Lesson Plans
 Models
 Multimedia projection screen
 Pictures
 Maps
 Graphs
 Symbols
 Monograms
 PowerPoint Slides

50. How to use training aids
Here we will discuss the use of following training aids:
 Multimedia Projector
 Computer/Laptop
 PowerPoint slides
 Flipchart
 White board & Board marker

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63. Effective Facilitation

64. Facilitation Cont...
So, facilitation is an art which accelerates the session using
improved questioning to stimulate the participants and which
encourage the participants to actively listen to each other,
interact, create new ideas, analyze team and learn

65. Facilitation
Facilitation is :
 Creating a safe environment by –
 Enabling people to fully contribute their ideas
 Listening
 Focusing on the learning process
 Getting process agreements

66. Role of Facilitator
 Allow participants to feel validated as equal and important
members of the group
 Allow participants to feel accepted
 Allow participants to feel a sense of trust and safety in the
group
 Allow participants to know that their life experiencing are an
important and valuable source of learning

67. Role of Facilitator Cont...
 Ensure free release of feelings and thoughts
 Allow participants to feel they are engaged in a meaningful
and important activity
 Help people to overcome difficulties
 Help to feel that the training have some future impact
 Ensure physical environment adequately comfortable in
order to most effective learning

68. Skills required for effective facilitation
 Human relation skill
 Management skill
 Adaptation skill
 Humour skill
 Listening skill
 Speaking skill
 Presentation skill
 Questioning skill
 Summarizing skill

69. Training Evaluation

70. Training evaluation
Training evaluation is the systemic collection of descriptive and
judgmental information necessary to make effective training
decisions related to the selection, adoption, value and
modification of various instructional activities

71. Purposes of Training Evaluation
 Revise or refine training for future use
 Judge success or failure of training
 Assess the changes in job behavioural level
 Assess the impact of the training

72. Levels of Training Evaluation
Training
evaluation
Summative
Evaluation
Formative
Evaluation
End of training
evaluation
Periodic
evaluation
Continuous
evaluation
Impact
evaluation

73. Thank You