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Nhrd pune nov.-ppt

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  • THE FACILITOTOR MUST EMPHASIS ON CONSCIOUS PRACTICE STEP.
  • According to multiple intelligences theory, not only do all individuals possess numerous mental representations and intellectual languages, but individuals also differ from one another in the forms of these representations, their relative strengths, and the ways in which (and ease with which) these representations can be changed .
  • Transcript

    • 1. TRAIN THE TRAINER Best Training Is Always A Lead And Not A Lag Factor
    • 2. Ground Rules:
      • Pl. do not work on laptops while attending the workshop
      • Pl. do not use mobile phones
      • We shall respect the break times
      • No one leaves except for extreme emergency viz. bio-break et al….
      • We must be honest in our answers 
      • Any one amongst us who breaks any of the above…???....
    • 3. Introduction
      • Your name with an adjective
      • Organization
      • Briefly about your work and in what way you are involved in management training?
      • Expectation from workshop
    • 4. Workshop objectives:
      • Understand stages of Learning
      • Understand the importance of adult learning principles in corporate training
      • Understand the behavioral competencies of trainer
    • 5. Stages of Learning & Role of Facilitator
    • 6. Four Stages of Learning 1 2 3 4
    • 7.  
    • 8. Facilitator's role? Think Act How Know
    • 9. Bloom’s Taxonomy of Learning:
    • 10. Kolb’s model :
      •  
      •  
    • 11. Honey -Mumford
      • Activist –Reflector- Theorist -Pragmatist
    • 12. Multiple Intelligences by Howard Gardner:
      • Verbal Linguistic intelligence
      • Logical Mathematical
      • Musical
      • Spatial
      • Bodily Kinesthetic
      • Interpersonal
      • Intrapersonal
      • Naturalist
    • 13. Pike’s Laws of Learning Adults are babies with big bodies . 1
    • 14. Pike’s Laws of Learning People never argue with their own data. 2
    • 15. Pike’s Laws of Learning Learning is directly proportional to the amount of fun you have . 3
    • 16. Pike’s Laws of Learning Learning has not taken place until behavior / work has improved. 4
      • The purpose of training is to produce results back on the job.
      • It is not to cover content.
      • It is not to teach skills.
      • It is not to entertain.
    • 17. Pike’s Laws of Learning It doesn't matter what I can teach you. What ultimately matters is what I can teach you to teach others. 5
    • 18. How do the adults learn?
        • If they see a value (WIIFM)
        • When the price becomes unaffordable
        • By linking learning to experience
        • By practicing what they have been taught
        • In an informal & non threatening environment
    • 19. What are the behavioral competencies of a trainer?
    • 20. Behavioral competencies of a trainer:
      • Sets a Learning Environment
      • Uses Adult Learning Principles
      • Knows the art of Facilitation
      • Conducts Demonstration
      • Uses appropriate training methodology
      • Provides relevant feedback
      • Handles different types of participants
      • Administers test and evaluates skill
    • 21. Sets a learning environment
      • Sees climate setting activity as an important aspect to begin discussion
      • Defines a mutually productive climate with an appropriate ice-breaker
      • Collaboratively sets ground rules
    • 22. Uses Adult learning Principles
      • Applies various learning styles and various media to ensure that learning takes shapes (Kolb’s learning)
      • Provides a learning experience through practical insights to cause an experiential impact
      • Acknowledges & invites participants experiences for facilitating & discussion
    • 23. Knows the art of Facilitation
      • Recognizes the importance of questioning that promotes reflection and learning
      • Understands how to refocus groups that becomes lost or distracted during an exercise or activity
      • Conducts debriefing of the activity by asking participants to share and interpret their reaction to the activity
      • Handles unexpected learning through facilitative role and not to be directive or controlling
    • 24. Conducts Demonstration
      • Understands how much practice and time is required to learn a new skills based on task difficulty
      • Supervises participants practice demonstrations and gives feedback,
    • 25. Uses appropriate training methodology Understands how to put learning concepts in place through role plays, case studies, management games and quizzes
    • 26. Providing Relevant Feedback
      • Is specific to the point as to what was said or done rather than being generic or judgmental
      • Shows a flair for paraphrasing to ensure learner understanding and clear communication
    • 27. Administers Tests and Evaluates Skills
      • To understand the appropriateness of content for testing
      • Understand the importance and timing of administer the test
      • Shows deep understanding of making performance observation very objective
    • 28. Handles Difficult Participants
      • Understand the various kinds of difficult participants
      • Understand the risk associated with various strategies for handling different participants (Reflect/ Deflect technique)
    • 29. TRAINING DELIVERY
    • 30. Facilitating Discussion
      • Take a tip from the ancient Greeks if you wish to encourage audience participation to prove a point to use SOCRATIC DIRECTION
      • K now the answers you want
      • O pen questioning technique
      • P araphrase participants answers
      • S ummarize contributions (flip chart?)
      • A dd your own points
    • 31. Getting More Information:
      • What
      • Where
      • When
      • Who
      • Why
      • How
      What is the situation? Where is the problem? When did it happen? Who is responsible? Why did it happen? How can it be resolved?
    • 32. What are the personal attributes of a Facilitator?
    • 33. Personal Attributes:
      • Communication Skill
      • Questioning Skills ( Funnel technique)
      • Listening Skills
      • Body Language
      • Ability to gauge and adapt as per the learning style
      • Perceptive
      • Energy, Enthusiasm & Passion
    • 34. Personal Attributes :
      • Attitude
      • Knowledge
    • 35. Communication Process NOISE NOISE NOISE Sender Message Channel Receiver
    • 36. Listening Attend Understand Respond Hearing (Receiving)
    • 37. Body Language
      • Research, has shown that when someone gives a spoken message the
      • listener’s understanding and judgment of that message come from:
      • 7% Words : Words are only labels and listeners put their own interpretation on speakers words
      • 38% Paralinguistic : The way in which something is said (ie: accent, tone, inflection, etc) is very important to a listener’s understanding.
      • 55% Facial Expressions : What a speaker looks like while delivering a message affects the listener’s understanding most
    • 38. HOW DOES A PARTICIPANT LEARN??
    • 39.
      • Brain (speed & preferences):
      • Neurologists have a lot to teach teachers and trainers! Recent experiments in Brussels have shown that:
      • The average person can think at 800 words per minute but the average trainer can only talk at 120 wpm – so we must give our participants something interesting to do with their spare 680 wpm!
      • The brain goes into ‘auto shut-off’ after only 10 minutes if it is not give something to stimulate it – so we must vary the media & give multi channel messages!
      • When a message is given once, the brain remembers 10% one year later; when it is given six time, recall rises to 90% - so we must repeat, recap & review
      Learning Theory
    • 40. Learning Theory
      • Logical
      • Speech
      • Calculations
      • Intellectual analysis
      • Reading
      • Writing
      • Naming
      • Ordering
      • Sequencing
      • Complex motor sequences
      • Critique
      • Evaluation
      • Logic
      • Creative
      • Creativity (new combinations)
      • Artistic activity
      • Musical ability / Rhythm
      • Emotions
      • Recognition
      • Comprehension
      • Perception of abstract patterns
      • Spatial abilities
      • Facial expressions
      • Holistic ability
      • Intuition
      • Images
      • Colour
    • 41. Learning Theory
      • Brains
      • Stimulating The Left & Right
      • Professional trainers encourage learners to use both sides of the brain.
      • Experiments have shown that:
        • People who have been trained to use one side of the brain more than the order (accountants, engineers, versus artists, musicians) find it difficult to ‘switch’ when necessary
        • When the weaker side is stimulated and encouraged to co-operate with the stronger side there is a greater synergy (1+1=5!)
      • Example: Newton understood the theory of gravity while day dreaming
      • Applications: Trainers should combine analytical exercises with creative, expressive activities
    • 42. Learning Theory
      • VHF
      • To help trainers use both sides of the brain we must remember that information is stored with V ery H igh F requency – in VHF
      • Experiments have shown that:
        • V isual: Pictures, Scenes, Images, Logos, Diagrams, Graphs, Charts, Photos, Drawings
        • H earing: Words, Music, Sounds, Accents, Conversations
        • F eeling: Emotions, Smells, Taste, Pain, Comfort
      • Recall Experiment: V 80% correct answers
      • : H 45% correct answers
      • : F 79% Correct answers
    • 43. Learning Theory
      • Brains
      • Recall: FROLL - 5 Main Factors
        • F irst: We are more likely to remember the beginning of events or the first in the series of events
        • R eviewed: Recall falls rapidly after 24 hours with out review
        • O utstanding: We remember unusual things exceedingly well
        • L inked: Recall is high for things which are linked by mnemonics or analogy
        • L ast: We are more likely to remember the end of events or the last in a series of events
    • 44. Thanks