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1
2
What is training Techniques?

 Brainstorming
 Group Work
 Demonstration
 Role Play
 Case Study
 Lecture
 Study Tour
 Story Telling
3
Training Techniques
Source:ActionforResearchandDevelopment(ARD)
Brain Storming 4
Measurement Understanding
Not rejectthe idea
Group Work 5
Speak out more Forshy participants
Fully participation
Helping eachother
6
Five Stages
Perhaps the most widely-used theory of group process was
described by BW Tuckman. He described groups as typically going
through four stages:
 forming
 storming
 norming
 performing
Later, Tuckman added a fifth stage, signifying the importance of
the way groups are ended:
 adjourning.
7
When people come together for the first time, they may be
excited, wary, hopeful, shy, curious, anxious, and so on.
In the training context, the trainer usually tries to put
participants at ease by:
–giving them a chance to get to know one another (through
icebreaker activities);
–letting them know what they can expect of the course
(aims, objectives and the course schedule); and
–clarifying how they are expected to work together during
the course (ground rules).
Forming
 forming
 storming
 norming
 Performing
 adjourning.
8
 During this stage, some participants may be a bit shy
and may be reluctant to put forward their points of
view, or even to call attention to themselves, in case
they 'get it wrong' and are criticized by the tutor or
other group members.
 Having frequent coffee breaks helps to facilitate the
forming stage, giving participants more informal
opportunities to explore what they have in common
with each other.
 During the forming stage, people may get together
into smaller subgroups. The trainer may be able to
facilitate or manipulate this, if appropriate.
 forming
 storming
 norming
 Performing
 adjourning.
9
 As participants get to know the tutor and each other and the
tutor, and start to explore the course material, some of them
may find that they disagree as well as agree about various
things, including how they would like to work within the
course.
 As they feel more confident and bolder, they may argue for
their point of view, and may challenge the trainer or try to
attract their attention. They may even challenge one or more
of the ground rules set by the trainer or group.
 At this stage, people often take a particular role within a
group (we will look at group roles later in this module). This
role is likely to be similar to roles they have taken in other
group situations (such as family, school or workplace).
 forming
 storming
 norming
 Performing
 adjourning.
10
Norming
Once participants have explored their roles, their
points of view, and perhaps their own different aims
within the course, they generally come to a
consensus of how they will work together towards
common goals.
 forming
 storming
 norming
 Performing
 adjourning.
11
 forming
 storming
 norming
 Performing
 adjourning.
Once they have agreed on their negotiated
ground rules and their goals, and become
more familiar and comfortable with other group
members, they can focus on the learning
activities, rather than on the group itself.
 Performing
12
 forming
 storming
 norming
 Performing
 adjourning
Adjourning
A training course group eventually comes to an end. At the end
of a course, it is useful to summaries or review the main
learning points, so that participants leave with a sense that
their time has been well spent. It is also helpful to assess what
they have learned, as individuals, so that they feel their
achievements have been recognized.
•A course ending also marks the transition to the next
people need to be clear about what comes next.
It can help to let them know about opportunities they may have
to get together in the future (eg at workers' meetings and/or at
social events, if your bureau has them).
You can also give them some free time during the last session
to exchange contact information, if they wish to do so.
You may also want to have a party or
Student Demonstration 13
Interested and easy to get knowledge
Demonstrate function of copier
Role Play
14
Usetheir imagination, knowledge,
experiences
Identify greatest strength and weakness
by feedback
Get experiences while facing real
situation
Case Study
15
Lecture
16
Story Telling
17
Study Tours 18
EFFECTIVENESS OF DIFFERENT METHODS
19
20
Trainer pay attention !
TRAINER PAY ATTENTION !
 Name and faces
 Icebreakers
 Enthusiasm
 Nerves
 Behaviors
 Light house Techniques
 Discussion Going
All remains 21
kareRCIserIsvIFIsaRsþsMrbsMrYleTAtamkMrityl;
dwgrbs;GñkcUlrYm
GñkcUlrYmecHGkSr GñkcUlrYmecH
GkSr tictYc
GñkcUlrYmmin
ecHGkSr
- karbMpusKMnit
- karpþl;emeron¼]
eTÞsnam
- krNIsikSa
- TsSn³kic©sikSa
- lMhat;kic©kar-
RkumBiPkSa
- kareFVIbgð
aj
- niTanerOg
- rUbPaB
nigvIedGU
- TsSn³kic©si
kSa
- sMEdgerOg
- rUbPaB
b¤vIedGU
- TsSn³kic©sik
Sa
- RbvtþirUb

When faced with a room full of new trainees you will
need to remember their names
 Listen to name
 Spell it in your head
 Repeat name as often
as possible during training event
23
NAMES AND FACES
Professional trainers always start with an Icebreaker or Inclusion
Activity
WHY?
 When trainees arrive in a training room they are usually a loose
mix of individuals with different mind sets
 At the beginning of a course, trainees are usually not thinking
about the trainer or the course content but about their neighbor,
coffee time for phoning/messages, the
24
ICEBREAKERS

 If you’re not enthusiastic about your subject, how
can you expect the trainees to be!!
 Consciously use your eyes and eyebrows to
communicate enthusiasm
 Always keep a energy in your voice
 Fight boredom of repetitive sessions by introducing
new stories, examples, etc, or by changing lesson
structure
25
ENTHUSIASM
YOU GOTTA BELIEVE!
NERVES
26
Gakb,kiriya
kayvikar
 eCosvageRbIRmamcg¥úleTAGñkscUlrYm[eKma
neyabl;
 eCosvagelIkédeCIgRceg:gRcga:g
 RtUvmankayvikarsmrmü
 RtUvEbmuxeTAkan;GñkcUlrYm
eCosvagkarBnül;eTAkþaexon
 RtUvedIrcuHeLIgeTAkan;RKb;GñkcUlrYmeCosv
agedIrEbxñgdak;GñkcUlrYm
KYredIrfyeRkayebIcg;edIr eTAkan;kþaexon
 RtUvesøókBak;[)ansmrmü éføfñUr
EteCosvagesøókBak;eday tubEtghYsehtueBk
Sweep the audience with your eyes, staying
only 2-3 seconds on each person - unless in
dialogue.
28
DISCUSSION GOING
 Building
 Boosting
 Blocking
 Bantering
Build on lacking answers by adding own
comments and asking for agreement or
disagreement
Support shy participants’ contributions, boost
their confidence and ask for extra comment
Interrupt dominant/talkative/aggressive
participants by asking what others think
Establish non-threatening atmosphere by
engaging in friendly repartee with outgoing
participants
29
30
What Skill Trainer should have ?
Skill Trainer
31
Trainer
Communication Skill
Listening Skill
Questioning Skill
Presentation Skill
32
Presentation Skill
Aim
Who you
speak to ?
Main PointsTitle
33
Summarize Confirmation
Rephrase
Paraphrase
Listening Express
Feeling
34
General
Re-direct
Direct
Questioning
35
Words Mind
Actions
Eyes
Communication

Greatest Motivational Principle:
People Do what People See
Step 1: I do it.
Step 2: I do it and you’re with me.
Step 3: You do it and I’m with you.
Step 4: You do it.
Step 5: You do it and someone is with you.
36Source: John C. Maxwell
37
Thankfully!

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Effective Training Techniques

  • 1. 1
  • 2. 2 What is training Techniques?
  • 3.   Brainstorming  Group Work  Demonstration  Role Play  Case Study  Lecture  Study Tour  Story Telling 3 Training Techniques Source:ActionforResearchandDevelopment(ARD)
  • 4. Brain Storming 4 Measurement Understanding Not rejectthe idea
  • 5. Group Work 5 Speak out more Forshy participants Fully participation Helping eachother
  • 6. 6 Five Stages Perhaps the most widely-used theory of group process was described by BW Tuckman. He described groups as typically going through four stages:  forming  storming  norming  performing Later, Tuckman added a fifth stage, signifying the importance of the way groups are ended:  adjourning.
  • 7. 7 When people come together for the first time, they may be excited, wary, hopeful, shy, curious, anxious, and so on. In the training context, the trainer usually tries to put participants at ease by: –giving them a chance to get to know one another (through icebreaker activities); –letting them know what they can expect of the course (aims, objectives and the course schedule); and –clarifying how they are expected to work together during the course (ground rules). Forming  forming  storming  norming  Performing  adjourning.
  • 8. 8  During this stage, some participants may be a bit shy and may be reluctant to put forward their points of view, or even to call attention to themselves, in case they 'get it wrong' and are criticized by the tutor or other group members.  Having frequent coffee breaks helps to facilitate the forming stage, giving participants more informal opportunities to explore what they have in common with each other.  During the forming stage, people may get together into smaller subgroups. The trainer may be able to facilitate or manipulate this, if appropriate.  forming  storming  norming  Performing  adjourning.
  • 9. 9  As participants get to know the tutor and each other and the tutor, and start to explore the course material, some of them may find that they disagree as well as agree about various things, including how they would like to work within the course.  As they feel more confident and bolder, they may argue for their point of view, and may challenge the trainer or try to attract their attention. They may even challenge one or more of the ground rules set by the trainer or group.  At this stage, people often take a particular role within a group (we will look at group roles later in this module). This role is likely to be similar to roles they have taken in other group situations (such as family, school or workplace).  forming  storming  norming  Performing  adjourning.
  • 10. 10 Norming Once participants have explored their roles, their points of view, and perhaps their own different aims within the course, they generally come to a consensus of how they will work together towards common goals.  forming  storming  norming  Performing  adjourning.
  • 11. 11  forming  storming  norming  Performing  adjourning. Once they have agreed on their negotiated ground rules and their goals, and become more familiar and comfortable with other group members, they can focus on the learning activities, rather than on the group itself.  Performing
  • 12. 12  forming  storming  norming  Performing  adjourning Adjourning A training course group eventually comes to an end. At the end of a course, it is useful to summaries or review the main learning points, so that participants leave with a sense that their time has been well spent. It is also helpful to assess what they have learned, as individuals, so that they feel their achievements have been recognized. •A course ending also marks the transition to the next people need to be clear about what comes next. It can help to let them know about opportunities they may have to get together in the future (eg at workers' meetings and/or at social events, if your bureau has them). You can also give them some free time during the last session to exchange contact information, if they wish to do so. You may also want to have a party or
  • 13. Student Demonstration 13 Interested and easy to get knowledge Demonstrate function of copier
  • 14. Role Play 14 Usetheir imagination, knowledge, experiences Identify greatest strength and weakness by feedback Get experiences while facing real situation
  • 21. TRAINER PAY ATTENTION !  Name and faces  Icebreakers  Enthusiasm  Nerves  Behaviors  Light house Techniques  Discussion Going All remains 21
  • 22. kareRCIserIsvIFIsaRsþsMrbsMrYleTAtamkMrityl; dwgrbs;GñkcUlrYm GñkcUlrYmecHGkSr GñkcUlrYmecH GkSr tictYc GñkcUlrYmmin ecHGkSr - karbMpusKMnit - karpþl;emeron¼] eTÞsnam - krNIsikSa - TsSn³kic©sikSa - lMhat;kic©kar- RkumBiPkSa - kareFVIbgð aj - niTanerOg - rUbPaB nigvIedGU - TsSn³kic©si kSa - sMEdgerOg - rUbPaB b¤vIedGU - TsSn³kic©sik Sa - RbvtþirUb
  • 23.  When faced with a room full of new trainees you will need to remember their names  Listen to name  Spell it in your head  Repeat name as often as possible during training event 23 NAMES AND FACES
  • 24. Professional trainers always start with an Icebreaker or Inclusion Activity WHY?  When trainees arrive in a training room they are usually a loose mix of individuals with different mind sets  At the beginning of a course, trainees are usually not thinking about the trainer or the course content but about their neighbor, coffee time for phoning/messages, the 24 ICEBREAKERS
  • 25.   If you’re not enthusiastic about your subject, how can you expect the trainees to be!!  Consciously use your eyes and eyebrows to communicate enthusiasm  Always keep a energy in your voice  Fight boredom of repetitive sessions by introducing new stories, examples, etc, or by changing lesson structure 25 ENTHUSIASM YOU GOTTA BELIEVE!
  • 27. Gakb,kiriya kayvikar  eCosvageRbIRmamcg¥úleTAGñkscUlrYm[eKma neyabl;  eCosvagelIkédeCIgRceg:gRcga:g  RtUvmankayvikarsmrmü  RtUvEbmuxeTAkan;GñkcUlrYm eCosvagkarBnül;eTAkþaexon  RtUvedIrcuHeLIgeTAkan;RKb;GñkcUlrYmeCosv agedIrEbxñgdak;GñkcUlrYm KYredIrfyeRkayebIcg;edIr eTAkan;kþaexon  RtUvesøókBak;[)ansmrmü éføfñUr EteCosvagesøókBak;eday tubEtghYsehtueBk
  • 28. Sweep the audience with your eyes, staying only 2-3 seconds on each person - unless in dialogue. 28
  • 29. DISCUSSION GOING  Building  Boosting  Blocking  Bantering Build on lacking answers by adding own comments and asking for agreement or disagreement Support shy participants’ contributions, boost their confidence and ask for extra comment Interrupt dominant/talkative/aggressive participants by asking what others think Establish non-threatening atmosphere by engaging in friendly repartee with outgoing participants 29
  • 30. 30 What Skill Trainer should have ?
  • 31. Skill Trainer 31 Trainer Communication Skill Listening Skill Questioning Skill Presentation Skill
  • 36.  Greatest Motivational Principle: People Do what People See Step 1: I do it. Step 2: I do it and you’re with me. Step 3: You do it and I’m with you. Step 4: You do it. Step 5: You do it and someone is with you. 36Source: John C. Maxwell