Train the trainer by Darshana sanjeewa
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Train the trainer by Darshana sanjeewa
- 2. Objective Pedagogy Vs Andragogy Training Cycle Training need analysis Session plan & material design Delivering training Evaluation Training techniques RAMP 2 FAME
- 3. Child Vs Adults Point Child Adults The need to know They must learn what teachers teach for pass exams. Don’t know what & how it will apply to lives Want to know why they learn. They will invest considerable energy in probing in to benefits they will gain The learner’s concept Teachers self concept become that of a dependant personality Self – concept of being responsible for their own decision. For their own lives The role of experience The learner’s experience of little worth as are sources for learning : the experience that counts is that of the teachers the experience that counts is that of the teachers They come with both grater volume & a different quality experience from youth .By virtue of simply having lived longer they have accumulated more experience
- 4. Child Vs Adults Point Child Adults Readiness to learn They are ready to learn what teacher’s teach them . They must learn if they want pass the exam. Adult become ready to learn those things they need to know and be able to do it in order to cope effectively with their real life situation Orientation to learning Subject matter oriented – Therefore learning experience are organize according to logic of subject matter content They are task centered or problem centered (life center) .motivated to learn something extent that they perceive that it will help them perform task or deal problem that they confronted their life Motivation Only external motivators – Grades/Parent pressure /Teachers approval External motivators – Better jobs, promotions , Salaries Internal motivators – Self esteem, Job knowledge
- 5. Retention Rate 5% 10% 20% 30% 50% 75% 90%
- 7. Session plan Or delivery plan Step 01-Prioritze the content Must know Should know Could know Step 02-Arrange content in to logical order Step 03-Select resources Step 04-Select the techniques Step 05-Estimate time needed
- 8. Graphical demonstration & key points on good session plan
- 9. Training techniques Lecture/Presentation Group Discussion Case studies Ice breaker Simulation Role plays Hand out Outbound training
- 11. Group Discussion
- 12. Case studies
- 13. Simulation
- 14. Role plays
- 15. Handouts
- 16. Ice breaker
- 18. Delivery training 01/Establish & maintain creditability Inspire learners to learn. Describe how the goals & objective will improve learners work performance 02/Conductive training in a responsive & collective manner Be sensitive .Balance with immediate interest 03/Create leaning environment .participant feel comfortable & safe. 04/Provide supportive feedback 05/Use effective communication & presentation skills 06/Use effective facilitation skills 07/Provide opportunities for practical application of knowledge & skills
- 19. Nine learning principles –RAMP 2 FAME Recency Things that are learned last are those best remembered by the participant. This applies to the content learned at the end of the session All training , Information, Training aids, and Methods must be appropriate to the participants’ needs. Appropriateness Participants must want to learn, they must ready to learn and there must be some reason to learn Motivation First learned things are learnt best. It is important to include all of the key points at the beginning of the session-Objectives Primacy
- 20. Nine learning principles –RAMP 2 FAME 2-Way communication The communication process involves with participants, not at them. Fruitful dialogues Both facilitator and participants should interact for understanding and evaluate performance of the session Feedback Active Learning Participants learn more when they actively involved in the process Learning is much effective with the use of more sense faculties Multiple-sense Learning Things that are repeated are the best remembered Exercise
- 22. THANK YOU
Notes de l'éditeur
- Presentations and lecturesA lecture is delivered to a large number of learners by a teacher (usually in person, but can be by broadcast, video or film). A conventional lecture would be 50–55 minutes of uninterrupted discourse from the teacher with no discussion, the only learner activity being listening and note-taking. Lectures will not necessarily include visual aids. Presentations follow a similar pattern but are more likely to happen outside formal education for example in the workplace. Presentations might be shorter and would definitely include visual aids — possibly of a high-tech nature.There are many advantages to using presentations and lectures as a delivery method for training. Although the disadvantages are fewer, it is important to acknowledge them and to take measures to minimise them as they are significant and can undermine the learning experience.Advantages Disadvantages Up-to-date info can be given quickly and simultaneouslyLearners quickly get overview of subjectLearners can be stimulated by good lecturerFamiliar form of deliveryCost-effectiveEasy logisticsLends itself to use of acknowledged expert in the fieldContent can be controlledPace of delivery can be controlledDoesn’t allow for different learning abilities or speedsPassiveTime and location controlled by the teacherIs often perceived as “boring” by learnersThere has been a lot of research carried out on learning experiences which sheds light on the appropriateness and value of presentations and lectures as a delivery technique. When preparing your presentation it is good to bear in mind the following:The brain has an average attention span of 10 minutes unless the trainer does something to stimulate attention, e.g. ask a question, show a slide, change the paceWhen a message is given once, the brain remembers only 10 per cent a year later — when the message is repeated six times, recall rises to 90 per centThe brain is more likely to remember the beginning and end of eventsRecall is high when mnemonics or analogy is usedRecall falls rapidly after 24 hours without reviewThe brain prefers rounded diagrams and figures to squareThe brain prefers colour to black and whiteThe brain remembers unusual things very wellTips for delivering effective presentations and lecturesThere are some people who are natural speakers. They can speak without preparation, without notes, without visual aids and put together a presentation on their chosen or accepted subject that will impress, inform and captivate their audience. In so doing they might violate all the tips and guidance offered in this section but they will nevertheless be gifted trainers. Most of us need to develop and practice our speaking and presentation skills and following the guidance below will assist in preparing and delivering an effective and professional presentation or lecture. Some of the tips will also be relevant to other kinds of delivery methods.IntroductionSay whether the learners may ask questionsTell them whether and when to take notesTell them about the handoutsOutline your presentationFind out about your participants’ existing knowledgeThis is also a good way to “warm up” the class.Ask the class questionsGive them a (brief) written test or quizFind out what they have done beforeOrganise your information wellMake sure you know enough about the subject to be able to respond to searching questions which are not part of your presentationYour lecture/presentation should have a beginning, a middle and an end or follow some other logical structureRemember you might need to re-orient your learners half way throughExplain how the presentation fits into the overall trainingRelate your session to previous and subsequent elements of the trainingRelate to learnersPlace subject in contextIdentify with something they will find usefulUse analogiesUse illustrations and diagrams to help clarityUse examples which will make the topic interesting for learnersLanguageUse plain and simple languageUse words that the learners knowWrite up definitions for complex terms or provide a glossary handoutExplain abbreviationsAvoid jargon and unnecessary repetition (but remember to reinforce important points)Body languageBe sure to make eye contact with the class without focusing too much on any one individualRemember to smile and look confidentAvoid excessive gesturing which can be distractingFind a comfortable posture so that you stand balanced and relaxedVoiceUse voice tone and pitch to avoid monotonyPace yourself slowly enough to be clear — you will need to speak much more slowly than your usual talking speedPause to allow time for words to be digestedClothingWear clothes that make you feel confident and comfortableAim to wear clothes that will not alienate your audience — if in doubt it is best to be smarterIf “lucky” ties and ear-rings help boost your confidence, wear themRemember loud or inappropriate clothes can distract your audienceGeneral tipsKnow your subjectKeep to your time (practice delivering the presentation to be sure that the timing is right)Be honest — even if it means admitting you don’t know the answerBe enthusiasticBe yourselfAt the endSummarise content and/or review main pointsRefer to bibliography and further reading as appropriateAllow time for questionsVisual aidsThe most common technique for making lectures and presentations more interesting and effective is the use of visual aids. Lecturing can be a boring and therefore ineffectual way of delivering learning. Visual aids are used in presentations and lectures to illustrate the subject, they can help to break up the monotony, providing a visual stimulant to reinforce what the learners are listening to. The most common forms of visual aids are:Overheads (also know as OHPs, slides or transparencies)Photographic slidesPowerpoint presentationsObjects, pictures or documentation which is handed around the class but which do not constitute a handoutMore detail on developing effective visual aids is given in the Teaching aids section.How are presenters and lecturers assessed by the audience?Making presentations and delivering lectures can be a very daunting experience, particularly as most of us have been on the receiving end of speeches in the past. It can be helpful to remember how we might be judged or received by our audience. There are three main areas on which a speaker’s competence may be judged:Knowledge: technical competence and practical experienceDesign and delivery: the “performance”, including: voice control; eye contact; body language; audio-visual use and support; facilitating discussion; making learning funEnthusiasm: interest in the subject; listening skills; ability to answer questionsHow to make lectures and presentations more interactiveLectures can be the best way to get a lot of factual information over to a large group of people. However, they do not have to involve lengthy periods of monologue from the speaker as there are ways of breaking up the delivery to add variety and interest. Here are some suggestions:Interrupt the lecture with questions to the classString together a set of mini lectures and class activitiesBuzz groups — set a specific question and ask the learners to discuss it in pairsProvide partial handouts to be filled in by the class during the lectureGive the class a short piece of relevant readingGive the class quiet time (time to think: ask learners to read their notes, think about a problem, or summarise an idea in their heads)
- Group DiscussionMany assignments at university involve group-work. Working in a group can be challenging, especially where the members are very diverse in age, cultural background, linguistic and academic ability, and preferred learning styles. However, when well-managed, groups can provide a valuable experience of the kind of collaboration required in the professional workplace. Ground rules Well-managed groups have clear ground-rules agreed on by all members at the beginning of the group assignment. A few examples of these ground-rules might be:Group members will treat each other with courtesy.Every group member will contribute to the best of their ability.Timelines for assignments will be closely adhered to.Everyone is encouraged to express their own opinion and to seriously consider the opinions of others.A timetable for out-of-class meetings will take into consideration the preferences and other commitments of all members.All members will attend out-of-class meetings.Cultural differences will be respected and members will make the effort to understand the cultural conventions of others.By discussing and setting ground-rules early in the assignment process, groups save time and avoid misunderstandings later.Why do we have group discussion? Group discussion allows you to exchange information and ideas and gives you the experience of working in a team. In the work place, discussions enable management to draw on the ideas and expertise of staff, and to acknowledge the staff as valued members of a team.What can I get out of group discussion? Some advantages of group discussion are:Ideas can be generated.Ideas can be shared.Ideas can be 'tried out'.Ideas can be responded to by others.When the dynamics are right, groups provide a supportive and nurturing environment for academic and professional endeavor.Group discussion skills have many professional applications.Working in groups is fun!
- Case studies are descriptions of a real life experience, related to the field of study or training, which are used to make points, raise issues or otherwise enhance the participants’ understanding and learning experience. The account usually follows a realistic scenario, such as a management or technical problem, from start to finish. Because they provide practical examples of problems and solutions, challenges and strategies, they support more theoretical material and often make the “lesson” more memorable and believable for the class.As Laura Millar notes in Writing Case Studies: A Manual (part of the Managing Public Sector Records Training Programme materials published in 1999 by the ICA and IRMT), case studies are particularly useful in the archives and records management field as there is so much variety in the full range of archives and records management programmes with many different types of organisations as well as local, national, and regional differences.How to develop and write case studiesThere are no definite rules about developing case studies. The initial choice of subject will depend on serendipity — a practitioner will have had an experience which provides a good example of a situation which illustrates something the teacher wants the class to learn. Case studies can of course be fictional in detail whilst still based on a practitioner’s experience and knowledge. Fictitious case studies are appropriate if the real example is not rounded enough or there is some reason for keeping organisations and individuals confidential. It is also possible to write a single case study, for example about developing a project plan, which incorporates examples of documentation and action from several different projects in various organisations.The case study may include some or all of the following:Setting the scene details of the organisationdescription of the playersoutline of the particular challenge or problemany additional information necessary to understand the scenarioResources availableIdentification of complexities or issues in the work environment affecting the projectAccount of how the problem was solved, including personnel / stakeholdersplanning phaseoptions consideredimplementationoutcomesExamples of documentation such as project plans, budgets, memos, data gatheredAnalysis of project and its success/failureDepending on how the trainer intends to use the case study, it may or may not provide the solution or answers to the problems posed.How can case studies be used for training and educationThere are two aspects to the use of case studies in the classroom or training room: how they can be presented to the participants and what the desired learning outcomes are for the participants.Learning outcomesCase studies are a substitute for student placements in the workplace if the course of study cannot allow for this. For this reason, they are particularly useful in a short training course. They also provide realistic simulations of the kinds of real life experiences students can expect when they practice for themselves. For students who are pursuing on-the-job training, case studies can offer alternative experiences, approaches and solutions which will broaden the students’ knowledge and skills.In reading or listening to case studies and thinking about the scenario and possible solutions, students develop skills which they will need to pursue their careers. The skill set includes:identification of the problem or challengeunderstanding and interpreting dataanalysing informationrecognising assumptions and inferencesthinking analytically and criticallyexercising judgementtaking and defending decisionsunderstanding interpersonal relationshipscommunicating ideas and opinionsPresentation and useThere are many different ways to use case studies. How they are used will depend on the length of the course, the subject matter and upon the delivery style of the trainer.In a short training course a presentation by the author, perhaps with supporting visual aids, is a really good way of providing practical examples of the theory or techniques that are being covered. The presentation can be followed by questions and answers to give the class a chance to clarify and enhance understanding. This might be a free-for-all or more carefully structured with the presenter asking questions designed to focus participants on particular aspects of the problem evoked in the case. In a longer course it might be possible to get the class to read through the case study for themselves before participating in discussion.Case studies can be very effective when they are used comparatively. In this approach the case studies might be presented to or read by the class. This would be followed, once everyone was familiar with the cases, by general discussion, discussion focused by the trainer, group work or even worksheets prepared by the trainer. Again, the object of the follow-up discussion or group work is to help the students to appreciate the challenges inherent in the scenario and think through the various ways of approaching and solving them.Another possibility is to provide the class with only part of the case study and to get members of the class to act out a scenario. For example, a meeting where the archivist or records manager had to convince other stakeholders of the need for a course of action or provision of funding. The students should be asked to present the individual concerns and point of view of the various protagonists. A variation on this approach is to give some of the details to the class and get them to ask questions to get the full picture.Case studies can provide the basis of individual or group assignments. The student or group of students is given a case study and asked to write an analysis and any recommendations that seem appropriate. If the students need help in getting started, a SWOT analysis can be very effective — the trainer can provide a list of questions around the four elements (Strengths, Weaknesses, Opportunities, and Threats), or the students can use the schema as a basis for their own analysis.In longer training courses it can be very effective to get students to develop their own case studies. This allows students to apply their learning, try out their newly gained skills, learn some more and demonstrate what they have learned. By, in effect in writing their own case, students can:show that they are able to apply theory to realistic situationsprove they can identify problems and challengesdemonstrate their ability to review facts, assess stakeholder relationships and analyse the “big picture”exercise their analytical, strategic, and problem solving skillsoffer a choice of options to approach a task or solve a problemFurther readingThere are four publications in the Managing Public Sector Records Training Programme series which are particularly relevant to case study development and use in the archives and records management sector. Details are as follows:Writing Case Studies: A Manual, Laura Millar (ICA/IRMT, 1999)This slim but invaluable volume gives advice on how to write case studies, what kinds of learning outcomes case studies can encourage and how to use case studies effectively.The Management of Public Sector Records: Case Studies, Volumes 1–3 (ICA/IRMT, 1999)These three volumes contain 34 case studies written by practitioners and educators from all over the world. Most of the cases include notes for trainers on how to use the case studies
- Simulation is the imitation of some real thing, state of affairs, or process. The act of simulating something generally entails representing certain key characteristics or behaviours of a selected physical or abstract system.Simulation is used in many contexts, such as simulation of technology for performance optimization, safety engineering, testing, training, education, and video games. Training simulators include flight simulators for training aircraft pilots in order to provide them with a lifelike experience. Simulation is also used for scientific modeling of natural systems or human systems in order to gain insight into their functioning.[1] Simulation can be used to show the eventual real effects of alternative conditions and courses of action. Simulation is also used when the real system cannot be engaged, because it may not be accessible, or it may be dangerous or unacceptable to engage, or it is being designed but not yet built, or it may simply not existSimulation is extensively used for educational purposes. It is frequently used by way of adaptive hypermedia.Simulation is often used in the training of civilian and military personnel.[6] This usually occurs when it is prohibitively expensive or simply too dangerous to allow trainees to use the real equipment in the real world. In such situations they will spend time learning valuable lessons in a "safe" virtual environment yet living a lifelike experience (or at least it is the goal).. Often the convenience is to permit mistakes during training for a safety-critical system. For example, in simSchool teachers practice classroom management and teaching techniques on simulated students, which avoids "learning on the job" that can damage real students. There is a distinction, though, between simulations used for training and Instructional simulation.Training simulations typically come in one of three categories:[7]"live" simulation (where actual players use genuine systems in a real environment);"virtual" simulation (where actual players use simulated systems in a synthetic environment [4]), or"constructive" simulation (where virtual players use simulated systems in a synthetic environment). Constructive simulation is often referred to as "wargaming" since it bears some resemblance to table-top war games in which players command armies of soldiers and equipment that move around a board.In standardized tests, "live" simulations are sometimes called "high-fidelity", producing "samples of likely performance", as opposed to "low-fidelity", "pencil-and-paper" simulations producing only "signs of possible performance",[8] but the distinction between high, moderate and low fidelity remains relative, depending on the context of a particular comparison.Simulations in education are somewhat like training simulations. They focus on specific tasks. The term 'microworld' is used to refer to educational simulations which model some abstract concept rather than simulating a realistic object or environment, or in some cases model a real world environment in a simplistic way so as to help a learner develop an understanding of the key concepts. Normally, a user can create some sort of construction within the microworld that will behave in a way consistent with the concepts being modeled. Seymour Papert was one of the first to advocate the value of microworlds, and the Logo (programming language) programming environment developed by Papert is one of the most famous microworlds. As another example, the Global Challenge Award online STEM learning web site uses microworld simulations to teach science concepts related to global warming and the future of energy. Other projects for simulations in educations are Open Source Physics, NetSim etc.Management games (or business simulations) have been finding favour in business education in recent years.[9] Business simulations that incorporate a dynamic model enable experimentation with business strategies in a risk free environment and provide a useful extension to case study discussions.Social simulations may be used in social science classrooms to illustrate social and political processes in anthropology, economics, history, political science, or sociology courses, typically at the high school or university level. These may, for example, take the form of civics simulations, in which participants assume roles in a simulated society, or international relations simulations in which participants engage in negotiations, alliance formation, trade, diplomacy, and the use of force. Such simulations might be based on fictitious political systems, or be based on current or historical events. An example of the latter would be Barnard College's "Reacting to the Past" series of educational simulations.[10] The "Reacting to the Past" series also includes simulation games that address science education.In recent years, there has been increasing use of social simulations for staff training in aid and development agencies. The Carana simulation, for example, was first developed by the United Nations Development Programme, and is now used in a very revised form by the World Bank for training staff to deal with fragile and conflict-affected countries
- One of the most effective training methods is role playing. Not just for sales or customer service training, this technique is an excellent way to achieve a number of benefits for employees, management and support people. Role playing is not just "practicing working with an imaginary customer out loud." Role playing allows a group of employees to act out work scenarios. It opens communications, and for the amount of time when it puts a player 'on-the-spot,' it also gives a great deal of confidence and develops camaraderie among those participating in (doing) the role play situations. For instance, you might train salespeople by having two people act out a 'sales' scenario. One acts as the salesperson, the other acts as the customer. This allows salespeople to practice their sales techniques. A trainer and/or other trainees may watch the role play and critique it afterwards.Role playing can be used in every department by management and employees to practice business situations. Role playing is the systematic building of correct habits while learning the acceptable system and the best way to communicate your ideas to the customer. Role playing should be done in a low-stress environment, which makes it easier to learn. The trainer can critique the role play situation and corrections can be made immediately by more rehearsal. Assimilation of the training material and implementation of a key element of the system can occur quickly in business. Role playing should be performed where the job will take place. This means at the work desk, on the phone, at the checkout counter, delivery or warehouse area. This setting should provide all necessary notes or equipment the employee may have, and should be performed with the person playing the part of the customer. Role-Playing is an Excellent Exercise For:Analyzing problemsJob interview to see how comfortably they communicateImprove selling by applying various selling solutionsDeveloping teamwork, cooperation, and creative problem-solvingExercise for improving listening skillsChange Role Playing Partners at Regular IntervalsThe trainer should select the partners that will work together. The trainer can match a new employee with a highly skilled co-worker. This will speed up the learning curve of the new person. The trainer can put 'veteran' workers together, but caution must be given as to how they will interact during this training. Sometimes they take it too lightheartedly and therefore do not gain the benefits of the exercise. The trainer must set up the scenario and must also set up a variety of customer 'personality types' to be used. Based on your business and circumstances you will have to insert the, "I am just shopping," the, "I'm an impatient customer," or the, 'unfriendly,' or a 'non-talker,' types or scenarios. They must be something that will prompt your partner to take on different roles to reflect the different personalities encountered.
- HandoutsA handout is a hard copy text which supports, expands on, organises or otherwise provides follow up to the training. It is usually very important to the participants to receive handouts. The handout is a very powerful training tool because, when it is well conceived and designed, it provides reinforcement of the information transmitted during the training session and it remains with the participant for a long time.When developing handouts for training it is best to think about how they might be used after the training is over. Your handouts will be very successful if your participants can use them:To remember what they have learnedTo extend their knowledge further by reading material not covered in the courseAs a basis for their workIn cascading learning to their colleaguesReasons for giving handoutsThe main reasons for giving handouts are:To support the presentation or workshopTo supplement the presentation or workshopTo give learners something to go away with and read laterTo underpin the structure of the courseTo give general information on the courseTo organise a workshop or exerciseTo reinforce learningAs preparation for the next lecture or workshopTypes of handoutsPresentation or lecture transcriptsThis is a verbatim transcript of the speaker’s words. It is rare for an experienced speaker to read a script, but they may have produced something for publication which is based on a frequently delivered lectureBackground notesBackground notes might be used in conjunction with a range of training delivery methods. They are comprehensive and detailed notes on the subject which can be used by the class to inform exercises and workshops or to supplement a lecture when there is not sufficient time to cover everything.A set of the OHP transparencies or the PowerPoint presentation print-outThis is a very quick and easy handout to produce, especially if no handout has been planned in advance. However, this type of handout can tend to have little value to anyone who has not been present at the lecture.An outline of the presentationAn outline of what is to be covered in the lecture can help participants to orient themselves during the session. It can also be the basis of a partial handout which involves participants in filling in the detail with their own notes.The course outlineCourse outlines are appropriate when the training lasts for more than a day or two. It informs participants about what subjects will be covered each day.BibliographyA bibliography provides the class with a list of useful publications for background or more detailed information on the topics covered in the training. A good bibliography will be well organised into sections and provide full information about authors, publishers and dates of publication. If there is time to annotate the bibliography it will really help your participants in deciding how to focus their reading.WebliographyA webliography is a list of URLs or Websites which are relevant to the subject of the training. Although it is possible to produce a hard copy of a webliography, it can be more useful as a floppy disk or CD, since typing in URLs from a handout can be time-consuming and lead to errors. As with bibliographies, webliographies need to be well-organised and it is very useful to annotate them. Websites are much more dynamic than hard copy publications so, whilst this is a real strength, allowing your participants to have access to really up-to-the-minute information, it also means that they may change or disappear altogether. It is vital that you check your webliography regularly to ensure you are handing out accurate information.GlossaryA glossary is a list of terms with definitions that are particular to a given subject or area of expertise. It is usually organised alphabetically and may cross-reference or self-reference where synonyms or wider terms and narrower terms are included. Although there are published glossaries, it can be very useful to develop your own as a common reference so that your class know what you mean when you use specialist terms.Bio-sketch of trainers and speakersBio-sketches of trainers and speakers provide participants with information about the experience and expertise of the people delivering their training. This can help the class to frame more pertinent questions and to take full advantage of the expertise of the trainers.List of participantsMost individuals like to receive a list of their fellow class members. Such lists are usually organised in alphabetical order by surname and at the least contain first and surname and employer / organisation details. Depending on the agreement of the class they can also contain contact details.Programme or timetableAs with course outlines, programmes or timetables of the training inform participants about what subjects will be covered during the training. They are typically provided as part of the training publicity or at least as pre-course materials but it can be useful to include them as a handout in case participants have forgotten to bring them along.DiagramsDiagrams can provide useful illustrations of, or aides-mémoire to the subject matter of a training session. Sometimes part of the learning process may depend upon the class copying the diagram but often it is more effective to provide the class with a copy.Exercise, workshop or discussion outlineAn exercise outline provides written instructions for the exercise, explaining what the trainer wants the class to do or discuss and produce by way of feedback. It means the individual members of the group can refer to these to clarify their understanding of oral instructions. The handout can also provide space for the group to write notes for themselves and to use as a basis for their responses to the class as a whole.Incomplete handoutsIncomplete handouts are notes which provide guidance or direction for participants to fill in details of what they are learning in class — either during a presentation, as an exercise, on return to the workplace or as preparation for training. It can be useful to provide full notes at a later date.Useful articlesPublished articles which support or supplement the training session can be very useful handouts which don’t require a lot of work from the trainer. However, be sure to explain why you are giving it out and make sure you are not infringing copyright.Examples of documentation covered by the presentationThis type of handout consists of copies of documents or sample documents which are relevant to the subject under discussion. Case studies and presentations on procedures and practice particularly lend themselves to this kind of material, such as examples of policies.Quick quizzes and worksheetsQuiz sheets and other types of worksheets are handouts which can support, preempt or supplement a lecture or even the whole course. They can be used as an exercise, as a means for participants to evaluate their own knowledge before and after the training session. As with partial handouts, it can be helpful to provide an answer sheet after the exercise.When to pass around handoutsIt is important to distribute the handout at an appropriate time. If the handout is just bullet point headings and intended for the participants to add their own notes, it needs to be handed out at the beginning. If it is detailed notes it may depend on the type of class whether it should go out at the beginning or the end. If the handout is more interesting than the presentation you may lose the class by handing it out in advance. On the other hand, it may be that some of the participants find it easier to follow by reading along with the handout. If it is to be distributed at the end, you will want to tell the class that the detailed handout is to come and they can sit back and enjoy the presentation without needing to take copious notes.Other kinds of handouts are appropriate for the very beginning of longer training courses — for example the trainer bio-sketch and the programme. With exercises, group work, workshops and even facilitated discussion a handout can help the groups or individuals to get started by succinctly explaining what they are expected to do and giving space to make notes on their responses.It is important to think through how many handouts you have, when they will be given to participants and how they fit together. It can be helpful to give the class a binder in which they can collect and store their handouts.
- Ice Breakers can be an effective way of starting a training session or team-building event. As interactive and often fun sessions run before the main proceedings, they help people get to know each other and buy into the purpose of the event.If an ice breaker session is well-designed and well-facilitated, it can really help get things off to a great start. By getting to know each other, getting to know the facilitators and learning about the objectives of the event, people can become more engaged in the proceedings and so contribute more effectively towards a successful outcome.But have you ever been to an event when the ice breaker session went badly? Just as a great ice breaker session can smooth the way for a great event, so a bad ice breaker session can be a recipe for disaster. A bad ice breaker session is at best simply a waste of time, or worse an embarrassment for everyone involved.As a facilitator, the secret of a successful icebreaking session is to keep it simple: Design the session with specific objectives in mind and make sure the session is appropriate and comfortable for everyone involved. This article helps you think through the objectives of your ice breaker session, and then suggests various types of ice breaker you might use. As a facilitator, make sure your ice breakers are remembered for the right reasons – as a great start to a great event!When to Use IcebreakersAs the name suggests, an ice breaker session is designed to "break the ice" at an event or meeting. The technique is often used when people who do not usually work together, or may not know each other at all, meet for a specific, common purpose. Consider using an ice breaker when:Participants come from different backgrounds.People need to bond quickly so as to work towards a common goal.Your team is newly formed.The topics you are discussing are new or unfamiliar to many people involved.As facilitator you need to get to know participants and have them know you better. So What's the "Ice"?When designing your ice breaker, think about the "ice" that needs to be broken. If you are bringing together like-minded people, the "ice" may simply reflect the fact that people have not yet met. If you are bringing together people of different grades and levels in your organization for an open discussion, the "ice" may come from the difference in status between participants. If you are bringing together people of different backgrounds, cultures and outlooks for work within your community, then the "ice" may come from people's perceptions of each other.You'll need to handle these differences sensitively. Only focus on what's important to your event. (Remember, you want to break some ice for your event, not uncover the whole iceberg, or bring about world peace!)And as you move on to design and facilitate the event, it's always best to focus on similarities (rather than differences), such as a shared interest in the event's outcome.Designing Your IcebreakerThe key to a successful ice breaker is to make sure the ice breaker is specifically focused on meeting your objectives and appropriate to the group of people involved.Once you have established what the "ice" is, the next step is to clarify the specific objectives for your ice breaker session. For example, when meeting to solve problems at work, the ice breaker objectives may be:"To establish a productive working environment for today's event with good participation from everyone involved, irrespective of their level or job role in the organization."With clear objectives, you can start to design the session. Ask yourself questions about how you will meet your objectives. For example:"How will people become comfortable with contributing? "How will you establish a level playing field for people with different levels and jobs? "How will you create a common sense of purpose?"These questions can be used as a check list once you have designed the ice breaker session:"Will this ice breaker session help people feel comfortable. establish a level playing field. etc"As a further check, you should also ask yourself how each person is likely to react to the session. Will participants feel comfortable? Will they feel the session is appropriate and worthwhile?Example Ice BreakersThere are many types of ice breakers, each suited to different types of objectives. Here we look at a few of the more popular types of ice breakers and how they can be used.Introductory Ice BreakersIntroductory ice breakers are used to introduce participants to each other and to facilitate conversation amongst the participants.The Little Known Fact: Ask participants to share their name, department or role in the organization, length of service, and one little known fact about themselves. This "little known fact" becomes a humanizing element that can help break down differences such as grade / status in future interaction.True or False: Ask your participants to introduce themselves and make three or four statements about themselves, one of which is false. Now get the rest of the group to vote on which fact is false.As well as getting to know each other as individuals, this ice breaker helps to start interaction within the group.Interviews: Ask participants to get into twos. Each person then interviews his or her partner for a set time while paired up. When the group reconvenes, each person introduces their interviewee to the rest of the group.Problem Solvers: Ask participants to work in small groups. Create a simple problem scenario for them to work on in a short time. Once the group have analyzed the problem and prepared their feedback, ask each group in turn to present their analysis and solutions to the wider group.Tip:Choose a fairly simple scenario that everyone can contribute to. The idea is not to solve a real problem but to "warm up" the group for further interaction or problem solving later in the event. The group will also learn each other's styles of problem-solving and interaction.Team-Building Ice BreakersTeam-building ice breakers are used to bring together individuals who are in the early stages of team building. This can help the people start working together more cohesively towards shared goals or plans.The Human Web: This ice breaker focuses on how people in the group inter-relate and depend on each other. The facilitator begins with a ball of yarn. Keeping one end, pass the ball to one of the participants, and the person to introduce him- or her-self and their role in the organization. Once this person has made their introduction, ask him or her to pass the ball of yarn on to another person in the group. The person handing over the ball must describe how he/she relates (or expects to relate) to the other person. The process continues until everyone is introduced. To emphasis the interdependencies amongst the team, the facilitator then pulls on the starting thread and everyone's hand should move. Ball Challenge: This exercise creates a simple, timed challenge for the team to help focus on shared goals, and also encourages people to include other people.The facilitator arranges the group in a circle and asks each person to throw the ball across the circle, first announcing his or her own name, and then announcing the name of the person to whom they are throwing the ball (the first few times, each person throws the ball to someone whose name they already know.) When every person in the group has thrown the ball at least once, it's time to set the challenge – to pass the ball around all group members as quickly as possible. Time the process, then ask the group to beat that timing. As the challenge progresses, the team will improve their process, for example by standing closer together. And so the group will learn to work as a team.Hope, Fears and Expectations: Best done when participants already have a good understanding of their challenge as a team. Group people into 2s or 3s, and ask people to discuss their expectations for the event or work ahead, then what they fears and their hopes. Gather the group's response by collating 3-4 hopes, fears and expectation from pairing or threesome.Topic exploration ice breakersTopic exploration ice breakers can be used to explore the topic at the outset, or perhaps to change pace and re-energize people during the even.Word association: This ice breaker helps people explore the breadth of the area under discussion. Generate a list of words related to the topic of your event or training. For example, in a health and safety workshop, ask participants what words or phrases come to mind relating to "hazardous materials". Participants may suggest: 'danger,' 'corrosive,' 'flammable,' 'warning,' 'skull and crossbones,' etc. Write all suggestions on the board, perhaps clustering by theme. You can use this opportunity to introduce essential terms and discuss the scope (what's in and what's out) of your training or event.Burning questions: This ice breaker gives each person the opportunity to ask key questions they hope to cover in the event or training. Again you can use this opportunity to discuss key terminology and scope. Be sure to keep the questions and refer back to them as the event progresses and concludes.Brainstorm:Brainstorming can be used as an ice breaker or re-energizer during an event. If people are getting bogged down in the detail during problem solving, for example, you can change pace easily by running a quick-fire brainstorming session. If you are looking for answers to customer service problems, try brainstorming how to create problems rather than solve them. This can help people think creatively again and gives the group a boost when energy levels are flagging.
- Want to know about the world's most effective and lively classroom? What makes Outbound Training programs effective? Outbound programs have been found to be particularly effectual in areas that entail communication of shared vision and goals, interpersonal relationships, trust and bonding, motivation, behavior change and personal efficiency. These programs are conducted outdoors, usually in secluded locations where there is an absence of human activity. In an up, close and informal environment, surrounded by nature and tranquility, people become more reflective and candid, paving the way for a complete and effective learning process. After spending a few days outdoors, team members tend to bond together in a way that is often not impossible in a high voltage, urban office atmosphere with its attendant stress and worries.Ads by GoogleOutbound programs demonstrate that people can become more cohesive, shedding their inhibitions, losing their mask and becoming more receptive to learning. It also proves that in spite of differences in cultures and ethnic backgrounds, people can live and work together and that it is inherent in human nature to be helpful. In an environment such as this, it becomes possible for a sensitive and experienced executive coach or facilitator to identify weaknesses, strengths and suggest new coping behavior for trouble areas.It has been repeatedly proven time and again that people who participated in a well-designed outbound program always found the experience memorable and the benefits significant and enduring. The areas where outbound programs made an effective impact are:· Teambuilding· Leadership Development· Conflict Resolution· Change Management· Personal/Professional Effectiveness· Communication Skills· Interpersonal Skills· PartnershipsAs an established corporate training tool, the most immediate and obvious benefits of outbound training programs is a building up of interpersonal relationships,bonding and trust. Executive Coaching and Experiential Workshops are an integral part of the continuous knowledge and learning process in the arena of competitive business. The Orange Academy helps foster and develop adult learning principles and challenge one's conventional thinking at a strategic level. They are the front runners for providing exemplary services in executive coaching, leadership training and development programs at the highest level.Read more: http://www.articlesbase.com/training-articles/corporate-training-benefits-of-an-outbound-training-program-4736836.html#ixzz1YdFuAY9pUnder Creative Commons License: Attribution No Derivatives
- 01/Establish & maintain creditability A skilled trainer inspire learners to learn. By demonstrating expertise in the content area . Using strong training skill. And describing cleanly how the course goal and learning objective relate to improving learner’s work performance ,the trainer establish creditability and thus inspire learners.02/Conductive training in a responsive & collective mannerTraining is much more than trainer standing in front of the room, lecturing to group of people .Effective training means that the learners are partners in the learning experience and actively engaged in new knowledge & skill . To accomplish the partnership, you must be sensitive to cultural and social diversity. You need to balance the training plan with the more immediate interest of the learners03/Create leaning environment .participant feel comfortable & safe.A safe learning environment in one where learners feel comfortable to try out new ideas, learn from others, explore new view points, and change attitude and behaviors. A safe learning environment includes all learners, respect every one view points, and support the learners and their needs04/Provide supportive feedbackThere should opportunities to ask questions, make comments, share concerns, ask for feed back on their performance. The trainer should share the observation of the learners progress in the way that maintain & preserve their self esteem. Specially when they give incorrect answers. Let them answer their own questions this will help to address their own learning needs.05/Use effective communication & presentation skillsUse Varity of communication & presentation techniques .to keep learners energy level high. Maintain interest. Avoid repetitive presentation style. Check learners understanding of communication by asking them to rephrase and summarize key massages.06/Use effective facilitation skillsEffective facilitation skills help to create a safe learning environment. Common facilitation techniques include summarizing, Clarifying, Questioning, and directing learners contribution to others learners and/or the group as a whole. Learning methods requiring facilitation skills include small group activities, case studies, role plays, games, and discussions07/Provide opportunities for practical application of knowledge & skills They should have opportunities to practice their new knowledge in a realistic setting.This is only way that they can apply their knowledge in actual life