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Welingkar’s Distance Learning Division
CHAPTER-05
Skills of an Effective Trainer
We Learn – A Continuous Learning Forum
Welingkar’s Distance Learning Division
INTRODUCTION
• There is a wide range of specific skills needed to
undertake one-to-...
Welingkar’s Distance Learning Division
FACILITATION/COMMUNICATION SKILLS
• Some of the important mechanisms, which provide...
Welingkar’s Distance Learning Division
INTERPERSONAL COMMUNICATION SKILLS
Some of the very important skills that a
facilit...
Welingkar’s Distance Learning Division
GROUP PROCESS ACTIVITY SKILLS
• Group Maintenance Functions
• Gate keeping
• Mediat...
Welingkar’s Distance Learning Division
• Focusing
• Seeking Useful Information
• Reaching Task Agreement
• Giving Useful I...
Welingkar’s Distance Learning Division
PERFORMANCE FEEDBACK SKILLS
• Feedback is the process of receiving and
evaluating i...
Welingkar’s Distance Learning Division
TRANSACTIONAL ANALYSIS (T.A.)
• It is an important method of sensitivity
training
•...
Welingkar’s Distance Learning Division
TASK OF THE TRAINER
• The primary task is to interpret group behaviour
in terms of ...
Welingkar’s Distance Learning Division
GROUP TASK ROLES
• Initiator
• Information/Opinion seeker
• Information/Opinion Giv...
Welingkar’s Distance Learning Division
GROUP BUILDING ROLES
• Supporter
• Harmonizer
• Tension Reliever
•
• Encourager The...
Welingkar’s Distance Learning Division
SELF-CENTERED ROLES
• Blocker
• Aggressor
• Recognition Seeker
• Clown
• Dominator
...
Welingkar’s Distance Learning Division
TRAINERS KNOWLEDGE AND SKILLS
• For training purposes analyzing the tasks
involved ...
Welingkar’s Distance Learning Division
• Knowledge is defined “in the context of a
training programme, that part which is
...
Welingkar’s Distance Learning Division
• Skill is defined as “An organized and
coordinated pattern of mental and/or physic...
Welingkar’s Distance Learning Division
• The distinction between knowledge, skills and
attitudes is important to the train...
Welingkar’s Distance Learning Division
CATEGORIES OF KNOWLEDGE
• The knowledge a person has can be of two types;
facts tha...
Welingkar’s Distance Learning Division
CATEGORIES OF SKILLS
Skills can also be considered as falling into four
categories:...
Welingkar’s Distance Learning Division
PRODUCTIVE AND REPRODUCTIVE SKILLS
• This classification is also useful for the tra...
Welingkar’s Distance Learning Division
SIGNIFICANCE OF THE CATEGORIES
• The reason trainers identify different
categories ...
Welingkar’s Distance Learning Division
Knowledge of procedures can be developed by
repetition, by using a performance aid ...
Welingkar’s Distance Learning Division
• Principles can be learned from explanation
and non-examples or by guided discover...
Welingkar’s Distance Learning Division
SOME OF THE CHARACTERISTICS WHICH HAVE
BEEN OBSERVED IN POOR TRAINERS INCLUDE
• Ado...
Welingkar’s Distance Learning Division
• Displaying impatience or intolerance when
trainees fail to understand or are slow...
Welingkar’s Distance Learning Division
AREAS IN WHICH QUALITIES OF TRAINERS
COULD BE REFLECTED
• Outside interests, partic...
Welingkar’s Distance Learning Division
SKILLS OF A TRAINER
We Learn – A Continuous Learning Forum
ROLES REQUIRED SKILLS
Su...
Welingkar’s Distance Learning Division
SKILLS OF A TRAINER (Cont.)
We Learn – A Continuous Learning Forum
ROLES REQUIRED S...
Welingkar’s Distance Learning Division
SKILLS OF A TRAINER (Cont.)
We Learn – A Continuous Learning Forum
ROLES REQUIRED S...
Welingkar’s Distance Learning Division
SKILLS OF A TRAINER (Cont.)
We Learn – A Continuous Learning Forum
ROLES REQUIRED S...
Welingkar’s Distance Learning Division
QUALITIES OF A TRAINER
• Enthusiastic
• Ability to work under pressure
• Sincerity ...
Welingkar’s Distance Learning Division
TRAINING STYLES OF A TRAINER
• Corresponding to the learning styles of the
particip...
Welingkar’s Distance Learning Division
EVOLVING A FUNCTIONAL TRAINING STYLE
• A major segment of the style is open for you...
Welingkar’s Distance Learning Division
• the learning process, enhancing the faith of
the participants in theprogramme, an...
Welingkar’s Distance Learning Division
• a practical and effective training style, the pitfalls of
emphasis on any the fou...
Welingkar’s Distance Learning Division
• Step 4: As the programme progresses and it
passes through different stages, your ...
Welingkar’s Distance Learning Division
ease. You should be able to switch from one style
to another without affecting the ...
Welingkar’s Distance Learning Division
THE POWER OF BODY LANGUAGE
• Besides communicating your feelings and
attitudes, bod...
Welingkar’s Distance Learning Division
MAIN ELEMENTS OF BODY LANGUAGE
• Gestures
• Gestures naturally according to what yo...
Welingkar’s Distance Learning Division
• Body Movement
• Facial Expression
• Eye Contact
• Know your material
• Establish ...
Welingkar’s Distance Learning Division
DESIGNERS AND PROVIDERS
Training concerns all the staff of an organization
and orga...
Welingkar’s Distance Learning Division
• Full-time training staff, who give formal
training at training centers or assist ...
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Effective Corporate Trainer Skills PPT - Training and Development

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There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent, explained here is the Skills of an Effective Trainer, as a part of lesson “Effective Hr training and Development Strategy”, brought to you by Welingkar’s Distance Learning Division.

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Transcript of "Effective Corporate Trainer Skills PPT - Training and Development"

  1. 1. Welingkar’s Distance Learning Division CHAPTER-05 Skills of an Effective Trainer We Learn – A Continuous Learning Forum
  2. 2. Welingkar’s Distance Learning Division INTRODUCTION • There is a wide range of specific skills needed to undertake one-to-one coaching, team building, facilitating, counseling, besides being an interventionist and change agent • The problem is that a large proportion of trainers and of training is still traditional in nature • The role of the management trainer calls for change in the basic model because of the changing role of training and changes in the emphasis of activities of training We Learn – A Continuous Learning Forum
  3. 3. Welingkar’s Distance Learning Division FACILITATION/COMMUNICATION SKILLS • Some of the important mechanisms, which provide for effective communication and facilitation are: • Use of various interpersonal communication skills to facilitate large and small group of learning • Analysis of group process activity in terms of task and maintenance functions; and • Giving and receiving appropriate performance feedback We Learn – A Continuous Learning Forum
  4. 4. Welingkar’s Distance Learning Division INTERPERSONAL COMMUNICATION SKILLS Some of the very important skills that a facilitator can learn in a very short time are: • Paraphrasing • Summarizing • Question Asking • Extending and • Non-verbal Cues We Learn – A Continuous Learning Forum
  5. 5. Welingkar’s Distance Learning Division GROUP PROCESS ACTIVITY SKILLS • Group Maintenance Functions • Gate keeping • Mediating • Listening • Encouraging • Relieving Tension • Group Task Functions • Clarifying Contd... We Learn – A Continuous Learning Forum
  6. 6. Welingkar’s Distance Learning Division • Focusing • Seeking Useful Information • Reaching Task Agreement • Giving Useful Information • Moving Towards action We Learn – A Continuous Learning Forum
  7. 7. Welingkar’s Distance Learning Division PERFORMANCE FEEDBACK SKILLS • Feedback is the process of receiving and evaluating information about our behaviour • It tells us how another person sees our actions; and gives us the choice to change our behaviour • It is essential for both the trainers and the learners to receive and give feedback in order to make the learning process more effective. We Learn – A Continuous Learning Forum
  8. 8. Welingkar’s Distance Learning Division TRANSACTIONAL ANALYSIS (T.A.) • It is an important method of sensitivity training • The basic philosophy and approach to T.A. is was developed by Dr Eric Berne searching for alternatives to Freudian therapeutic procedures • T.A. can help us to eradicate or minimize the dysfunctional aspect of our personality • The life script is a basic concept of T.A. We Learn – A Continuous Learning Forum
  9. 9. Welingkar’s Distance Learning Division TASK OF THE TRAINER • The primary task is to interpret group behaviour in terms of ego states in which the participants are operating in the “here and now” situation • The trainer must as far as possible operate from an adult state and not get personally involved in transactions between participants • The trainer must have a specialist’s knowledge of the theory and practice of T.A. which must be clarified before he starts interpreting behaviour We Learn – A Continuous Learning Forum
  10. 10. Welingkar’s Distance Learning Division GROUP TASK ROLES • Initiator • Information/Opinion seeker • Information/Opinion Giver • Clarifier • Co-ordinator • Orienter We Learn – A Continuous Learning Forum
  11. 11. Welingkar’s Distance Learning Division GROUP BUILDING ROLES • Supporter • Harmonizer • Tension Reliever • • Encourager The Oxford approach We Learn – A Continuous Learning Forum
  12. 12. Welingkar’s Distance Learning Division SELF-CENTERED ROLES • Blocker • Aggressor • Recognition Seeker • Clown • Dominator We Learn – A Continuous Learning Forum
  13. 13. Welingkar’s Distance Learning Division TRAINERS KNOWLEDGE AND SKILLS • For training purposes analyzing the tasks involved in performing a job usually require us to break down the tasks into their knowledge, skill and attitude components Contd... We Learn – A Continuous Learning Forum
  14. 14. Welingkar’s Distance Learning Division • Knowledge is defined “in the context of a training programme, that part which is concerned with imparting specific information needed in order to perform a task or a job. It is commonly linked with the development of skills and attitudes as the component parts of training objectives” We Learn – A Continuous Learning Forum
  15. 15. Welingkar’s Distance Learning Division • Skill is defined as “An organized and coordinated pattern of mental and/or physical activity in relation to an object, person, event or display of information. Skills may be described as perceptual motor, manual, intellectual, social, etc. according to the context or the most important aspect of the skill pattern”. We Learn – A Continuous Learning Forum
  16. 16. Welingkar’s Distance Learning Division • The distinction between knowledge, skills and attitudes is important to the trainer because of the implications for designing a learning event. • Trainers have to do different things, may be different training methods, depending on whether they are trying to develop knowledge, skills or attitudes. We Learn – A Continuous Learning Forum
  17. 17. Welingkar’s Distance Learning Division CATEGORIES OF KNOWLEDGE • The knowledge a person has can be of two types; facts that a person can remember, and ideas that a person understands • Based on above, four categories of knowledge can be identified • Facts • Procedures • Concepts • Principles We Learn – A Continuous Learning Forum
  18. 18. Welingkar’s Distance Learning Division CATEGORIES OF SKILLS Skills can also be considered as falling into four categories: • Thinking • Acting • Reacting • Interacting We Learn – A Continuous Learning Forum
  19. 19. Welingkar’s Distance Learning Division PRODUCTIVE AND REPRODUCTIVE SKILLS • This classification is also useful for the trainer • Reproductive Skills are the skills that are repetitive Productive skills are those that require a certain amount of planning, a strategy for decision-making and show substantial variations in the way they are done from one instance to another We Learn – A Continuous Learning Forum
  20. 20. Welingkar’s Distance Learning Division SIGNIFICANCE OF THE CATEGORIES • The reason trainers identify different categories of knowledge and skill is that different training strategies are appropriate for these various categories Knowledge of facts can be developed by training involving repetition, association of ideas and memorizing Contd... We Learn – A Continuous Learning Forum
  21. 21. Welingkar’s Distance Learning Division Knowledge of procedures can be developed by repetition, by using a performance aid or by guided discovery Concepts can be learned by examples and non- examples or by guided discovery We Learn – A Continuous Learning Forum
  22. 22. Welingkar’s Distance Learning Division • Principles can be learned from explanation and non-examples or by guided discovery • All skills require practice if they are to be developed –initial training should follow the sequence of explanation –demonstration – practice –review –consolidation. For reproductive skills, usually all that is needed after initial training is further practice for the skill to develop to the required standard. We Learn – A Continuous Learning Forum
  23. 23. Welingkar’s Distance Learning Division SOME OF THE CHARACTERISTICS WHICH HAVE BEEN OBSERVED IN POOR TRAINERS INCLUDE • Adopting a highly directive style of teaching which does not allow participation nor confirmation that learning has taken place • Making unrealistic assumptions about the trainees level of knowledge or failing to establish their level of knowledge in the first place Contd... We Learn – A Continuous Learning Forum
  24. 24. Welingkar’s Distance Learning Division • Displaying impatience or intolerance when trainees fail to understand or are slow to learn • Lacking commitment to the subject being taught or to training as an important function in the organization • Lacking in verbal/oral skills • Trying to teach too much too quickly • Refusing to accept criticism or advice on teaching methods • Lacking in sociability and interest in the trainees • Having an untidy appearance We Learn – A Continuous Learning Forum
  25. 25. Welingkar’s Distance Learning Division AREAS IN WHICH QUALITIES OF TRAINERS COULD BE REFLECTED • Outside interests, particularly those which are people oriented and exercise interpersonal skills or which may involve teaching others • Simulated exercises which resemble training situations • Informal judgments based on relationships within the work situation • Formal judgments based on performance appraisal, group meetings, developmental training We Learn – A Continuous Learning Forum
  26. 26. Welingkar’s Distance Learning Division SKILLS OF A TRAINER We Learn – A Continuous Learning Forum ROLES REQUIRED SKILLS Subject matter specialist • Planning and making presentations • Communication • Receiving and giving feedback Facilitator of the Learning process • Using various training method • Communication • Making presentations • Motivating participation • Using group processes for • facilitating participating
  27. 27. Welingkar’s Distance Learning Division SKILLS OF A TRAINER (Cont.) We Learn – A Continuous Learning Forum ROLES REQUIRED SKILLS Facilitator of the Learning process • Interpersonal relations • Receiving and giving feedback Manager • Coordinating work of those associated with the programme delivery • Decision-making • Mobilization of resources and financial management • Public relations • General administration
  28. 28. Welingkar’s Distance Learning Division SKILLS OF A TRAINER (Cont.) We Learn – A Continuous Learning Forum ROLES REQUIRED SKILLS Developer of an Individual • Communication • Interpersonal relations • Using group process for individual development • Coaching Leader of the group • Handling difficult situations in the programme • Communication • Crisis intervention • Conflict resolution
  29. 29. Welingkar’s Distance Learning Division SKILLS OF A TRAINER (Cont.) We Learn – A Continuous Learning Forum ROLES REQUIRED SKILLS Leader of the group • Decision-making • Interpersonal relations Planner • Planning
  30. 30. Welingkar’s Distance Learning Division QUALITIES OF A TRAINER • Enthusiastic • Ability to work under pressure • Sincerity and Openness • Flexibility • A Good Sense of Humour • Willingness to Recognize Good Contribution • Willingness to Accept Mistake and Apologies For It We Learn – A Continuous Learning Forum
  31. 31. Welingkar’s Distance Learning Division TRAINING STYLES OF A TRAINER • Corresponding to the learning styles of the participants, there exists the training style of a trainer and they can be grouped under following key heads: • Determinants of a training style • Constituents of a training style • Evolving a functional training style We Learn – A Continuous Learning Forum
  32. 32. Welingkar’s Distance Learning Division EVOLVING A FUNCTIONAL TRAINING STYLE • A major segment of the style is open for you to shape it the way you perceive your role and responsibilities as a trainer in any given training situation and it is here you have to focus your efforts and energy: • Step 1: To convince yourself of the need to be open and willing to adopt an approach that is varied. The key to choosing a suitable style is a matter of deciding what style serves the primary objectives of reinforcing, We Learn – A Continuous Learning Forum
  33. 33. Welingkar’s Distance Learning Division • the learning process, enhancing the faith of the participants in theprogramme, and increasing the credibility of the training team and the training agency • Step 2: You should assess the role of each of these constituents, including your personal needs in your endeavor to realize the programme objectives. To develop Contd… We Learn – A Continuous Learning Forum
  34. 34. Welingkar’s Distance Learning Division • a practical and effective training style, the pitfalls of emphasis on any the four constituents must be carefully considered • Step 3: Appropriateness or otherwise of a training style is determined by the extent to which a trainer takes into account the realities of the situation and responds to the needs of the programme. On some occasions, the need to provide quality inputs override all other elements while during others the training process gets precedence. Contd…. We Learn – A Continuous Learning Forum
  35. 35. Welingkar’s Distance Learning Division • Step 4: As the programme progresses and it passes through different stages, your style should also be suitably modified in accordance with the needs of the programme • Step 5: As a trainer, you should work to a position where you are able to adapt your style to conform to the requirements of the programme, with confidence and We Learn – A Continuous Learning Forum
  36. 36. Welingkar’s Distance Learning Division ease. You should be able to switch from one style to another without affecting the rhythm or the momentum of the learning process • Step 6: The basic elements of a training style are evolved through a process of interaction, experience and experimentation We Learn – A Continuous Learning Forum
  37. 37. Welingkar’s Distance Learning Division THE POWER OF BODY LANGUAGE • Besides communicating your feelings and attitudes, body language does several things: • It makes messages more meaningful and memorable • It punctuates your presentation • It relieves nervous tension • Posture • Gestures We Learn – A Continuous Learning Forum
  38. 38. Welingkar’s Distance Learning Division MAIN ELEMENTS OF BODY LANGUAGE • Gestures • Gestures naturally according to what you think, feel, and say • Create the conditions for gesturing –not the gesture • Suit the gesture to the word or occasion • Make your gestures convincing • Make your gestures smooth and well-timed • Make natural, spontaneous gesturing a habit Contd…We Learn – A Continuous Learning Forum
  39. 39. Welingkar’s Distance Learning Division • Body Movement • Facial Expression • Eye Contact • Know your material • Establish a personal bond with each listener • Monitor visual feedback Videotaping one of your presentation is an excellent way to discover your strong and effective body language as well as any unconscious, nervous mannerisms We Learn – A Continuous Learning Forum
  40. 40. Welingkar’s Distance Learning Division DESIGNERS AND PROVIDERS Training concerns all the staff of an organization and organizational staff may be involved in providing training in the following ways 􀂄 • Managers or their deputes, who provide or supervise on-job training, coaching or open and distance methods at the work place We Learn – A Continuous Learning Forum
  41. 41. Welingkar’s Distance Learning Division • Full-time training staff, who give formal training at training centers or assist line managers in the design, provision and supervision of training at the work place • Managers, specialists and other members of staff who give occasional inputs to training on particular subjects We Learn – A Continuous Learning Forum
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