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  1. 1. Presented By Vijay Tiwari & Mukesh Bhalse
  2. 2. Presented By Vijay Tiwari & Mukesh Bhalse Trainers are made, not born The art of teaching is the art of assisting discovery.
  3. 3. Presented By Vijay Tiwari & Mukesh Bhalse Train the Trainers training program is designed to meet organizations need to train their executives, officers to be good trainers to that the organizations can reduce their dependency on external training organizations. Organizations need to conduct training for their employees to bring change in Skills. Skill change may be required due to: •Change in procedures •Change in process •Change in organizational structure •To update or strengthen knowledge •To strengthen decision making ability •To bring change in attitude •Objectives and targets
  4. 4. Presented By Vijay Tiwari & Mukesh Bhalse Skills needed in Trainers Some believe that only subject expertise is needed to be able to be a good trainer, but this is not true. A Trainer must have 4C’s as skills: •Comprehension •Conceptualization •Creativity and •Conduct Comprehension is all about subject knowledge, trainer’s expertise and capability. Conceptualization is his/her ability to dream or visualize design of a training course (we will see how to design a training course during “Training Process”) Creativity is art of making presentations, use of proper color, font size, graphic design, charting etc. Conduct is art of presentation.
  5. 5. Presented By Vijay Tiwari & Mukesh Bhalse In addition to 4C’s, trainer must possess host of personal qualities such as: •Personal skills •Confidence •Voice modulation •Adjusting to environment •Ability to listen •Theatrical skills •Flexible •Cools headed •Desire to learn •Ability to relate • Sense of humor
  6. 6. Presented By Vijay Tiwari & Mukesh Bhalse Training Process The training process is a cycle, which starts from determining need, fulfilling the need and verifying that need is fulfilled.The Training process is 4D’s: •Determine (Requires Comprehension skill) •Design and Development (Requires Conceptualization and Creativity skill) •Deployment (Requires Conduct skill) • Determine (Requires Comprehension skill)
  7. 7. Presented By Vijay Tiwari & Mukesh Bhalse Contents Following topics are covered in the presentation with ice breakers, motivational cartoons, image based stories and much more: •1. Why We Need Training •2. Why Train the Trainers •3. Teaching or Training •4. Trainer Potential •5. Training Ability and Skills •6. Training Process •7. Practice Sessions •8. Discussion on Practice Sessions The training package consists of Presentation in PowerPoint with trainer notes giving text of full speech and instructions to conduct training program.
  8. 8. Presented By Vijay Tiwari & Mukesh Bhalse 4 Major Differences Between Facilitator and Trainer Roles Great Facilitator Great Adult Educator (Trainer) Is not necessarily a con-tent expert. Is a content expert. Is an expert in many forms of group process (including inter-and-intra-group conflict resolution, strategic planning, team building, etc.) Is not nec-es-sar-ily expert in many forms of group process. Instead, con-tin-u-ally devel-ops new meth-ods to help par-tic-i-pants achieve spe-cific learn-ing outcomes. Often helps the group to define and ver-balize its own out-comes (e.g. to solve a spe-cific problem or develop a new procedure.)When out-comes are exter-nally pre-scribed, helps the group develop, imple­ment and “own” action steps to achieve the outcomes. Most often in corporate, organizational or higher education settings, the trainer does not help each learner group estab-lish its own learn-ing out-comes. (That‟s a whole other approach, called Pop­u­lar Education.) However, the trainer may be involved in imple-ment-ing and/or analyzing the results of training needs assessments. These should include input from rep-re-sen-ta-tive (poten-tial) participants as well as other stakeholders. Sees facil-i-ta-tion as a process to help achieve spe­cific “bits” of broad orga-ni-za-tional goals. Often focuses on training‟s impact on actual, dis-crete job per-for-mance or tasks. Trainer may eval­u­ate training‟s effec­tive­ness long after the train-ing event takes place.
  9. 9. Presented By Vijay Tiwari & Mukesh Bhalse Ele-ments the Two Roles Share Both great facilitators and the best trainers… •Help the group achieve specific outcomes through the use of active, participatory, participant-centered methods. •regularly evaluate the process in real time, and can mea-sure how well the participants achieved the stated out-comes at the end of the process. •have made them-selves familiar with the organizational culture and context in which they are working, and ensure the processes “fit” that culture. •stimulate dialogue and interaction between participants, not just between them-selves and the participants.
  10. 10. Presented By Vijay Tiwari & Mukesh Bhalse Adult Learning Theory •Adults bring prior experience and knowledge with them. Validate where people are. Create allies, not pupils. •Adults want to know what's in it for them (WIFM). •Adults enjoy speaking to one another, not just listening to the sound of your voice. •Adults have preferences and prejudices that may not be overcome in a one-shot training. •Adults like to assist you and feel like an active part of the learning process. •Adults expect to be respected. •Adults enjoy active learning, small group exercises and moving around the room. Vary training activities. •Adults expect to be able to use what they learn immediately. Make information applicable. •Adults learn at different speeds and through different methods. Be flexible. •Adults need feedback and constructive criticism. The emphasis is on building the person not tearing them down. •Adults like to laugh.
  11. 11. Presented By Vijay Tiwari & Mukesh Bhalse Principles of Adult Learning Work Sheet What are some strategies and techniques for achieving the conditions under which adults learn best? •To Create a Supportive Environment •To Emphasize Personal Benefits of Training •To Use Training Methods that Require Active Participation •To Use a Variety of Teaching Methods •To Provide Structured Learning Opportunities •To Provide Immediate Feedback on Practice •To Meet Trainee's Individual Learning Needs •To Make Course Content Relevant and Coherent
  12. 12. Presented By Vijay Tiwari & Mukesh Bhalse Strategies and Techniques Maximize Training Effectiveness with Adult Learners Create a Supportive Environment •Convey respect for individuals and the belief and value in the learning process. Draw on previous experiences of participants. •Techniques: •call each trainee by name throughout training •listen to each person's questions and viewpoints •never belittle an individual •always be courteous and patient •assure individuals that mistakes are part of the learning process •look for opportunities to validate each person •encourage trainees to support one another in learning endeavors •ensure that the physical space is as comfortable as possible.
  13. 13. Presented By Vijay Tiwari & Mukesh Bhalse Emphasize Personal Benefits of Training •Adult learners need to know how the course relates to their immediate work and will help them reach personal and professional goals--what's in it for them (WIFM). •Techniques: •have each participant develop their own personal goals for this training •encourage participants to write down specific actions they will take in response to this training. Use Training Methods that Require Active Participation •Active participation engages trainees in the learning process and enhances retention of new concepts. •Active Learning Techniques: •design curriculum that allows training to be student-centered •limit lecturing to trainees •encourage participation and sharing of experiences •use question techniques •weave discussion sections with exercises that require trainees to practice a skill or apply knowledge.
  14. 14. Presented By Vijay Tiwari & Mukesh Bhalse Use a Variety of Teaching Methods •To engage all learners, it is best to vary the methods in which information is communicated. •Training methods: •group discussion (small and large) •skill practice (role-play) •lecture •case study •laboratory •panel/guest expert •games •structured note-taking ("accelerated learning") •individual coaching •question/answer •demonstration •technology (media, video, computer, interactive)
  15. 15. Presented By Vijay Tiwari & Mukesh Bhalse Provide Structured Learning Opportunities •Empower trainees to be self-directed learners as they strive to fulfill objectives of the training, by teaching them how to master the content and to become aware of their own learning process. •Techniques: •teach trainees how to learn by implementing learning tools into the curriculum •structured note-taking •problem-solving exercises •brainstorming •progress logs •evaluating own work and the work of others •identify learning styles and assist trainees in becoming aware of their own preferred style, e.g., •have them analyze the way they went about doing a learning project •encourage participants to support/train one another
  16. 16. Presented By Vijay Tiwari & Mukesh Bhalse Provide Immediate Feedback on Practice •Providing timely corrective feedback leads to successful learning and mastery of content and skills •Sensitive feedback helps trainees correct errors and reinforces good behaviors. Adult learners want gentle, constructive criticism. •Techniques a.self feedback b.peer feedback c. trainer feedback Meet Trainee's Individual Learning Needs •Effective trainers never forget they have a group of individual learners with varying abilities, experiences, and motivation. •Techniques a. get to know trainees b. consider each trainee's capabilities and interests c. encourage individual creativity and initiative d. pay attention to individual communication e. acknowledge cultural differences
  17. 17. Presented By Vijay Tiwari & Mukesh Bhalse Make Course Content Relevant and Coherent •Begin with the basic and build on each part in sequential order when presenting course content. •Be sure that exercises and content can be applied to real-life situations of the trainee (WIFM). •Techniques: •provide overview of course with objectives •relate each new component to previous component •when presenting new material, present overall concept first •utilize an Experiential Learning Model •provide examples of concept that are relevant to trainees' work.
  18. 18. Presented By Vijay Tiwari & Mukesh Bhalse Adults learn best when they: •Are in a supportive environment •Learners are allowed to define their own needs •See personal growth opportunities in the training •Material presented is relevant to perceived needs •Participate actively in cooperative and individual exercises •Educator respects the life experience of the learner •Material can be immediately related to learner's life experience •Direction of learning made explicit at the outset •Instructions for learning activities are clear •Experience a variety of training methods and media •Are empowered with learning skills •Receive timely feedback on practice activities •Learners receive positive reinforcement for accomplishments •Have their individual needs met •Are taught course content that is relevant and in integrated patterns •Learners feel free to question and challenge •Learner's self-esteem and ego are respected
  19. 19. Presented By Vijay Tiwari & Mukesh Bhalse Different methods of training 1. Special course and 2. Conferences 3. Case Studies 4. Brainstorming 5. Laboratory Training A. Simulation (i) Role-Playing (ii) Gaming B. Sensitivity Training
  20. 20. Presented By Vijay Tiwari & Mukesh Bhalse Other 20 methods or training aids •Lecture •Demonstration •Role Play •Case Study •Group Tasks •Group Discussion •Group Exercise •Brainstorming •Interviews •Individual Exercises •Debate •Quiz •Games •Puzzles or riddles •Q&A sessions Additional methods that you may want to consider incorporating into your delivery include: 1. Field Trips 2. Video or Film 3. Guest speakers
  21. 21. Presented By Vijay Tiwari & Mukesh Bhalse Preparing your Content S O S Select Organise Shape 5W’s 4T’s 4P’s Who What Why Which When & Where Selecting your matter….. 5 Ws 5 Ws
  22. 22. Presented By Vijay Tiwari & Mukesh Bhalse Who What Why When/ Where Which Audience- Number, Age, Gender Qualification & experience Cultural Background Homogenous or Heterogeneous Occupation Level (senior, middle, junior) Language fluency Purpose of presentation Is it to inform? Is it to create awareness? Is it to educate? Is it to „sell‟ something? Is it to inspire? Rationale of presentation Why is the audience attending? Why was I asked to speak? What is their attitude towards my organization and me? What is their attitude towards my message? When & where is my presentation- When am I making my presentation?(morning / Post lunch /…..) Which place? (logistics, travel time..) What kind of hall / room? (size...) Seating arrangement (fixed / adaptable…) Equipments & other facilities required by me? Analysis of need/ requirements Which matter do they already know? Which do they need to know? Which of their needs can I fulfill? What kind of examples / analogies will make an impact? What kind of presentation style will they prefer?
  23. 23. Presented By Vijay Tiwari & Mukesh Bhalse Organizing your Matter… 4 Ts The elements of a good presentation are: •Introduction •Body •Conclusion •Recommendation THE 4 P's - PLAN, PREPARE, PRACTICE AND PRESENT YOUR SPEECH PLANNING YOUR SPEECH: THE PURPOSE OF THE SPEECH: Decide what you wish to speak about Decide what is the primary purpose of the speech? What are you trying to achieve What are the objectives of your speech Know your audience (see separate topic below) Know the venue (see separate topic below) PREPARING YOUR SPEECH: THEME: In one sentence, write down the object of your speech. This sentence will become the criterion against which all material is be judged whether to be included or not. If there are a number of points to be dealt with, establish a theme, a central idea or concept which gives unity, direction and coherence to the presentation as a whole. List the main points to be covered and arrange them in a logical sequence. Your speech should be structured into 3 distinct parts - Opening, Body and Conclusion
  24. 24. Presented By Vijay Tiwari & Mukesh Bhalse OPENING or INTRODUCTION: The introduction is most important as your audience will accept your message in the first 30 - 90 seconds, or they will switch off and ignore the rest of the speech. In the introduction you (a) Introduce the theme (b) Set the scene (c) Establish a direction (d) Gain the attention of the audience and get them involved. The introduction should be short, positive, easy to handle, generate interest and expectancy and you must feel comfortable with it. It should create a vivid image and possibly an image that the audience can identify with. DO NOT repeat the title, read the introduction, apologize, explain, complain or make excuses. Ideas for an attention gaining opening: Use a question related to audience need, Pay a sincere compliment, Use a quotation. This reinforces your opinion. Remember to state the author.
  25. 25. Presented By Vijay Tiwari & Mukesh Bhalse BODY: The body should flow naturally from the introduction and lead the audience to the conclusion you wish to accept. Be sure to stick to your theme. DO NOT try to cover too much ground - three or four main points are sufficient. Use stories, anecdotes, examples to keep the audience interested. Pause after each major point, example or illustration for effect and to allow the audience to consider your point. Remember the audience likes to be entertained as well as informed, convinced or motivated. Try to include some humor, if appropriate to the topic. CONCLUSION: The conclusion should re-state the essential message. Keep it short and simple Memorize the conclusion and the opening. Refer back to the points in the introduction to round off the speech. The conclusion should always link back to the opening. DO NOT introduce any new information to round off the speech. DO NOT just fade off. DO NOT thank the audience at the end of the speech.
  26. 26. Presented By Vijay Tiwari & Mukesh Bhalse Know Your Audience When speaking you need to know something about the audience and what they expect of you. When speaking before an audience you need to know: •General age & gender of audience •General educational standards •General social status •General interests •General qualifications •General expectations You need to know: •How you will be seen to them (i.e. an entertainer, a superior, a teacher, young, old, an outsider, patronizing, etc). •How long will you be talking to them? What is the venue like? Is there a microphone? Is there can overhead projector? Will you need to use visual aids? •Fit your speech to the audience ( i.e. there is no point in speaking to a senior citizens group about taking up boogie boarding. Teenagers are unlikely to be interested in house maintenance.) •Dress appropriately (i.e. teenagers will accept jeans rather than a dinner suit.) If in doubt dress slightly better than the audience will. •Adjust your speech to the group's interests. Use examples so that the audience will understand. Use jokes that the age groups will understand and appreciate. •Limit statistics and avoid jargon. Explain unfamiliar concepts in ways the audience will understand. •Use vocal variety, gestures, voice, and visual aids to enhance your presentation. Be sure you are sincere, enthusiastic and have knowledge of the subject. •Adjust your language to the audience. •Be sure you are punctual for any assignment. Check for yourself that all visual aids work.
  27. 27. Presented By Vijay Tiwari & Mukesh Bhalse DO NOT: •Do not appear to be unprepared •Apologize •Explain •Complain •Ramble •Read directly from your notes •Exceed time limits •Use distracting mannerisms •Appear patronizing. Know the Venue When planning your presentation you need to know: •Size of the venue •Size of the audience •Effects of a large hall and a small audience •Arrangements of seating - fixed or movable •Obstacles between audience and speaker
  28. 28. Presented By Vijay Tiwari & Mukesh Bhalse PRACTICE, PRACTICE, PRACTICE •Practice until you are very familiar with the speech. Practice helps to reduce nerves •Practice: In front of family To gain feedback Using a tape recorder A strong opening To ensure logical flow & Credible evidence To identify distracting mannerisms To ensure your speech is within the allocated time period PRESENT YOUR SPEECH •Rely on the fundamentals: Own your subject Feel positive about your speech •Make positive first impression: Establish eye contact Confident body language Be relaxed and well groomed •Build rapport with your audience: Be sincere and be yourself Say "we" not "you" Talk in terms of your audience's interests & involve your audience •Hold the attention of the audience: Be enthusiastic Use vivid words Express yourself clearly and concisely Have an upbeat voice
  29. 29. Presented By Vijay Tiwari & Mukesh Bhalse Nonverbal communication cues can play five roles: 1.Repetition: they can repeat the message the person is making verbally. 2.Contradiction: they can contradict a message the individual is trying to convey. 3.Substitution: they can substitute for a verbal message. For example, a person's eyes can often convey a far more vivid message than words and often do. 4.Complementing: they may add to or complement a verbal message. A boss who pats a person on the back in addition to giving praise can increase the impact of the message. 5.Accenting: they may accent or underline a verbal message. Pounding the table, for example, can underline a message. It’s not what you say; it’s how you say it Intensity- A reflection of the amount of energy you project is considered your intensity. Again, this has as much to do with what feels good to the other person as what you personally prefer. Timing and pace- Your ability to be a good listener and communicate interest and involvement is impacted by timing and pace. Sounds that convey understanding- Sounds such as “ahhh, ummm, ohhh,” uttered with congruent eye and facial gestures, communicate understanding and emotional connection. More than words, these sounds are the language of interest, understanding and compassion.
  30. 30. Presented By Vijay Tiwari & Mukesh Bhalse Effective Usage of Microsoft PowerPoint As A Visual Aid THE TEXT THE BACKGROUND THE CLIPS THE PRESENTATION Significance of Body Language and Eye Contact during a presentation Strong, Direct Eye Focus: How It Connects You to Your Audience, Inspires Trust, and Helps Keep You In Control It initiates communication. It inspires trust. It helps you to stay in control. It helps control stage fright. It puts others at ease.
  31. 31. Presented By Vijay Tiwari & Mukesh Bhalse Dealing with Difficult Questions 1.Questions that keep on coming Short sharp concise answers Set Limits Acknowledge and Delay 2. Off-topic Questions and Discussions Ask for Relevance Write Down Questions 3. Confrontational Questions Separate Content from Tone and Restate calmly. Address Hostility behind Closed Doors Tips for Answering Difficult Questions:
  32. 32. Presented By Vijay Tiwari & Mukesh Bhalse Important aspects to remember while making a power point presentation Here are a few ways to help grab and keep your viewers’ attention. 1.Select or create your own theme. 2.Use video and audio to convey your message more effectively. 3.Use graphics to emphasize key points 4.Use animations and transitions wisely 5.Clearly communicate your information 6.Start by outlining your presentation. 7.Use masters and layouts to save time and help get better results. 8.Consider differences between print and on-screen presentations. 9.Use notes pages and handouts to help deliver the story. 10.Keep file size manageable. 11.Use the tools available to get it right the first time. 12.Turn off (or manage) AutoCorrect layout options. 13.Know exactly what your viewers will see.
  33. 33. Presented By Vijay Tiwari & Mukesh Bhalse Different Types of Trainees There are basic four types of trainees that need to be considered before giving them any kind of training as: - Activist: - They enjoy new experiences and opportunities from which they can learn. They enjoy being involved and are happy to be in limelight. They prefer to be active rather than sitting and listening. Reflectors: - They prefer to observe, think, and assimilate information before starting their own activities. They like to review what is happened, and what they have learnt. They prefer to reach decisions in their own time and do not like to feel under pressure. Theorist: - They like to explore methodically. They think about problems through step-by-step method and in logical way. They ask many questions before implementation of their ideas and methods. They tend to be detached from surrounding. They are more analytical rather than judgmental. They like to intellectually stretched and feel uncomfortable with lateral thinking, preferring models and systems. Pragmatist: - They like practical solutions and what to get on and try new things. They dislike too much theory. They like to experiment and search new ideas that they want to try out. They act quickly and confidently. They may be down-to-earth and responds problem as a challenge.
  34. 34. Presented By Vijay Tiwari & Mukesh Bhalse Quick tips for dealing with annoying trainees Whether you’re lecturing a large group, or training just a few, every once in a while you experience the joy of having to deal with an annoying and/or obnoxious trainee. From interrupting the trainer with unrelated questions, to disagreeing with certain training methods and even arguing with instructors, disruptive trainees can be a handful. Not only are they annoying to you as the training instructor, but the entire classroom of students also has to deal with their shenanigans throughout the course. Dealing with these pesky students can be difficult, but getting disruptive behavior under control should be done early and sternly if you want to get through the training course with your sanity intact. Here are some quick tips for dealing with an annoying trainee: Don’t ignore it. Rather than letting the behavior grow into a big problem, confront the disruptor. Have a conversation with the student during a break to let them know about their disruptive behavior and how it affects the rest of the class. Empathize. However bad their behavior may be, remember that you’re still dealing with an adult here. Most adults know better than to be rude to an instructor. So, pull the annoying trainee to the side and explain that you understand their frustration, but would rather discuss it another time and not in front of the entire group. Know that you may hurt their ego. You’re in charge, it’s your classroom and you have to do what’s best for the group. Your comments regarding their behavior may hurt their feelings, but trust me, they’ll get over it. Let them be heard. The reason behind an trainee’s annoying questions may be because they don’t feel like their opinion is being heard. Let the student say what they have to say and their comments or questions may die down once they’ve had the chance to talk. Engage. Create training activities that engage students in a hands-on activity. If they’re busy working with other students on a clear and focused task, they may be less likely to act out. Include. Sometimes a person is being annoying because they are knowledgeable in the topic you’re training and want to share what they know. If possible, make the student responsible for a piece of the training course. It could help add more life to the training and you never know, you could actually learn something new in the process. Dealing with difficult people at work or in a training setting can be a challenge, to say the least. Remember to bring along a little patience and understanding to the situation and you’ll soon be on the road to success (and sanity).
  35. 35. Presented By Vijay Tiwari & Mukesh Bhalse